Perspectives & Tutorials

Five overarching factors central to grammatical learning and treatment in children with developmental language disorder

Want to take your therapy up a notch, by thinking like a linguist? Check out this review paper, based in theory, that uses a cross-linguistic perspective to discuss ways to improve grammar therapy for children with developmental language disorders (DLD). In the piece, the authors address a few questions:

What do English-speaking children with DLD struggle with, more than children with DLD who speak other languages?

What features of English could explain those particular difficulties?

Most importantly—how could we use this knowledge to potentially improve our therapy?

There are five main points, summarized in Table 1. Keep in mind that this isn’t empirical research, so we don’t know for certain how implementing the authors’ suggestions would affect our clients’ progress. But in the absence of enough clinical evidence (the unfortunate position we too often find ourselves in), approaching a challenge with a well-informed theory is the best place to start. Ideally, before we figure out whether something works, we should already have a good idea of why it should.

Interprofessional Education: Application of Interprofessional Education Collaborative Core Competencies to School Settings

The Impact of Social Media on Communication Sciences and Disorders: A Need for Examination and Research

This one is aimed towards researchers—calling on them to look into the effects that social media (the good, the bad, and the ugly) are having on our profession and clients. It’s worth checking out just for the list of possible ways that the social media scene could be helping—and hurting—SLP practice.

Linking Cognitive Processing, Psychosocial Development, and Social Competency to Intervention for Adolescents With Autism Spectrum Disorder Level 1 Severity