And more
/Boyce et al. found that school-aged children with cleft lip and/or palate had receptive and expressive language skills within the normal range, similar to their typically developing peers. Note that children with clefts in this study did not have a co-occurring syndromic diagnosis or other major medical condition. The findings remind us to evaluate all students individually, and without making assumptions based on diagnoses.
Caron et al. found interventions using AAC software with Transition to Literacy (T2L) features increased sight word recognition accuracy for kids with autism. T2L, currently available on a few speech generating devices/apps, is designed to make orthographic and phonological cues more salient for people who use AAC. Check out the full article for pictures that show how the app draws attention to the words—and be on the lookout for these features to make their way into more dynamic AAC systems.
Guiberson & Crowe, recognizing that we have a limited evidence base for intervention with multilingual children with hearing loss, reviewed interventions designed for multilingual children only, children with hearing loss only, and multilingual children with hearing loss— specifically audition, speech, language, and literacy interventions. You’ll need to use your clinical judgment to apply the findings, but it’s a starting point if you find yourself supporting students with similar needs.
Morin et al. evaluated the quality of research on the use of high-tech AAC to teach social-communication skills. They found that using high-tech AAC to teach social-communication skills to individuals with ASD or ID can be considered an evidence-based practice. Their review also indicated that high-tech AAC was not significantly better than low-tech AAC when teaching social-communication skills to this population.a
Ring et al. studied the efficacy of the Take Flight reading intervention, an Orton-Gillingham based approach with and added focus on phonological awareness, reading rate, and comprehension. Their results support previous findings on the effectiveness of the individual treatment components (synthetic phonics, etc.), including the benefit of adding comprehension work.
Sutherland et al. completed a systematic review of telehealth assessment and intervention for children and adults with ASD. They found that services delivered via telehealth were equivalent to those delivered face-to-face, however, the recipients of the majority of the interventions were parents, carers, and/or teachers. Those that did include individuals with ASD interacting with the interventionist were predominantly adults and older children with ASD. The authors emphasized that future research must look at telehealth services when providing direct services to people with ASD, especially young children.
We know it helps to leverage L1 when we teach English vocab (see our review of Méndez et al.), but how do you actually DO that if you're not bilingual yourself? One possible avenue might be computer-based bilingual vocabulary lessons tied to e-books. Wood et al. found that Kindergarten–1st grade English Learners who read e-books with embedded vocab instruction in Spanish and English made greater gains in vocabulary than those who only read the books.
Wood et al. found that electropalatography (EPG) could be an effective way to help people with Down Syndrome (DS) improve their articulation, and that the visual feedback EPG provides capitalizes on a strength of many people with DS. The authors emphasize that their findings, combined with others’, shows that individuals with DS can keep improving their speech and intelligibility into their teen years and beyond.
![#repost! I wanted to give a quick shout-out to my friend Jessie. Jessie is a digital designer (actually, more than that; follow her to see what I mean). As you may have noticed, the look and feel of The Informed SLP has become increasingly consistent and authentic, and Jessie has had a lot to do with that! Pop on over to her profile to learn more about how she helps people identify their very best *style* whatever the medium may be. Thanks for all your guidance Jessie!🥂Now here’s her original caption for this photo:
#Repost @jessicajofisher
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When I introduce my identity + style work to people, I always say that I work with values-driven women. And this throws people a bit because they're trying to mesh this idea of values with the concept of style. And, honestly, most people feel these are pretty far apart from one another.
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The most common response I get is something along the lines of, "Oh, so you work with women interested in ethical fashion." And while I personally have an interest in ethical fashion, that's not what I do at all.
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I work with women who are driven by a strong set of values to gain clarity on who they are and how to visually express that. Basically, I work with you to understand you and ensure your style matches just that. And if you're a lady entrepreneur trying to do the same for your business, I've got you.
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Because there is a lot of noise out there. Lists of 10 things you must have, quizzes that tell you your style and the items you need to get the look, this season's latest {you fill in the blank}. But literally none of that will help you get a style that you love and serves you or your business.
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If you're the kind of woman who has an appreciation for style and design. If you're the kind of woman who cares about self-improvement and becoming your best self. If you're the kind of woman who's tried and tried and never seemed to really get a handle on what your style is exactly and how to make it work for your life then you're the kind of woman I work with.
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I don't work with the women who are obsessed with fashion or have to follow every home decor trend.... [Read more at @jessicajofisher]](https://static1.squarespace.com/static/591b4ff7414fb5f2424e9d21/591deb582e69cf81e6793ab8/5b99d6503fde6af3b026b493/1536808543583/)
