Haebig & Sterling provide evidence of relatively lower receptive compared to expressive language in 36% of older children with autism and 14% of children with both autism and Fragile X. The clinical implication for SLPs is to carefully consider clients' receptive language skills and progress, not just expressive, particularly in clients with ASD.
Hebert et al.'s meta-analysis provides evidence that teaching students about expository text structures (description, sequence, cause-effect, compare/contrast, problem/solution) has generally positive outcomes on expository reading comprehension. The authors suggest that, “text structure instruction be included as one component of a comprehensive approach to expository reading instruction.”
Snow & Woodward provide an intervention study on an underrepresented group—incarcerated youths—and found these students to be quite receptive to speech–language therapy. The number of these children with language difficulties is quite high (Snow et al. 2015), yet many barriers prevent them from receiving adequate services (see article for summary). Though this paper may not apply to many SLPs’ current caseloads, it is relevant to consider for the purposes of awareness and advocacy.
Haebig, E., & Sterling, A. (2016). Investigating the Receptive-Expressive Vocabulary Profile in Children with Idiopathic ASD and Comorbid ASD and Fragile X Syndrome. Journal of Autism and Developmental Disorders. Advance online publication. doi:10.1007/s10803-016-2921-3.
Hebert, M., Bohaty, J.J., Nelson, J.R., Brown, J. (2016). The effects of text structure instruction on expository reading comprehension: A meta-analysis. Journal of Educational Psychology, 108(5), 609–629.
Snow, P., & Woodward, M.N. (2016). Intervening to address communication difficulties in incarcerated youth: A Phase 1 clinical trial. International Journal of Speech–Language Pathology. Advance online publication. doi:10.1080/17549507.2016.1216600.