November 13, 2017

Perspective Pieces

November 13, 2017/ Meredith Poore Harold, PhD, CCC-SLP

Writing Measurable and Academically Relevant IEP Goals With 80% Accuracy Over Three Consecutive Trials
Comparing Methods for Assessing the English Grammatical Development of Spanish-Speaking English Learners
Using Experience Books to Foster the Narrative Skills of English Learners

The Informed SLP

"SLPs shouldn't be expected to dig through the research alone. It's simply inefficient."

– Meredith P. Harold, PhD, CCC-SLP

Do you ever wish you had a structured, parent-report measure for eating skills? Something that helps you measure what the child CAN do across settings? ⁠
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Well, you’re in luck! This month we reviewed two articles on ChOMPS (Child Oral and Motor Proficiency Scale), a FREE questionnaire that can add to your feeding assessments and even measure progress over time.⁠
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ChOMPS was published by a group of clinicians and researchers called the Feeding Flock. They have several free assessments and screeners to help you assess feeding and swallowing skills in infants and children. Be sure to check out their website (linked in our IG stories)! 🤓⁣⁠
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(And stay tuned for more #informedSLP reviews of their assessment tools!)⁣⁠
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Read our review (in our Birth to Three and Preschool/School Age sections) "ChOMPS: A parent-report measure for children with feeding problems " at #linkinbio⁣⁠
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On this research: ⁣⁠
Pados, B.F., Thoyre, S.M., Park, J., Estrem, H.H., & McComish, C. (2019). Development and content validation of the Child Oral and Motor Proficiency Scale (ChOMPS). Journal of Early Intervention. ⁣⁠
Park, J., Pados, B.F., Thoyre, S.M., Estrem, H.H., & McComish, C. (2019). Factor structure and psychometric properties of the child oral and motor proficiency scale. Journal of Early Intervention. ⁣⁠
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#eiSLP #medSLP #pediatricdysphagia #ebpSLP #ashaigers

What if improving parent language is as easy as picking different toys? 🤔 This study shows that might be a place to start. O’Neill et al. found that moms used richer, more specific vocabulary with their toddlers when using visually simpler toys. So if you’re choosing between plain blocks and ones that have letters or animals on them—this study says go with the plain ones! ⁣⁠
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Find out more in our Birth to Three review "When it comes to toys, less is more!" at #linkinbio⁣⁠
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Of this (open access! 💕) research: O’Neill, D. K., Deglint, T. J., McKinnon, A. M., Nyhout, A., & Scott, J. (2019). Busy toy designs reduce specificity of mothers’ references to toy parts during toy play with their toddlers. Canadian Journal of Speech-Language Pathology and Audiology.⁣⁠
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#lessismore #eiSLP #informedSLP #ebpSLP #autism #slp2b

At TISLP, we don't fully review Perspectives* articles, but we DO try to point you towards especially helpful ones! This open access article is a call to action that “schools should measure oral language early and often to identify children with language disorders and inform differentiated instruction to improve reading comprehension for all.” 👌⁠⁣⁠
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The great part is it provides actual steps to making this happen. Good 🔹for SLPs🔹 to consider what they could advocate for in their own schools, and 🔸for school administrators🔸 to read in order to understand the issue (it’s short! and well-written).⁠⁣⁠
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Check out our recommendations for which articles to read each month in our "Perspectives and Tutorials" section (#linkinbio). 🤓⁠⁣⁠ ⁠⁣⁠
On this article: Adlof, S. M., & Hogan, T. P. (2019). If We Don’t Look, We Won’t See: Measuring Language Development to Inform Literacy Instruction. Policy Insights from the Behavioral and Brain Sciences. doi: 10.1177/2372732219839075⁠
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*What's a "Perspectives" article? An informed Editorial or Opinion piece. When a scientist writes about a topic they have expertise in, and pull from the research to make their case.⁠
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#ebpslp #informedSLP #slpeeps #instaslp #schoolslp #slp2b #speechtherapy

Conversation can be one of the most difficult tasks for students with co-morbid language and social communication impairments. ⁠
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One of the most important parts of a conversation is validating social comments—statements or questions directed towards peers for the sole purpose of furthering the interaction. They might include expressing feelings, sharing information, asking a peer a question, or helping a peer with a task. Though they come naturally to typically-developing peers, kids with social communication deficits need explicit instruction and multiple opportunities to practice.⁠
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How?⁠
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We review research that successfully increases social commenting using:⁠
▫️role-play, ⁠
▫️real life practice, and ⁠
▫️video-reviews in an elementary classroom.⁠
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Read our Preschool & School-Age review at #linkinbio⁠
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Of this research: Fujiki, M., Brinton, B., McCleave, C. P., Anderson, V.W., & Chamberlain, J.P. (2013). A social communication intervention to increase validating comments by children with language impairment. Language, Speech, and Hearing Services in Schools.⁠
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#slp2b #schoolSLP #ebpslp #informedslp #autism #slpeeps⁠
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Do you struggle to know where to start in targeting academic language—especially with English language learners? ⁣⁠
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Enter the CLAVES!🎉 Both our review and the journal article are jam-packed with examples of goals and strategies to target academic vocabulary, morphology, and syntax, all within the context of instructional units. The best part is that the authors have an example of the curriculum and activities for FREE on their website!⁠
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Get started with our Preschool & School-Age review "Language-based literacy intervention for bilingual students" at our #linkinbio 👆⁣⁠
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On this research: Proctor, C. P., Silverman, R. D., Harring, J. R., Jones, R. L., Hartranft, A. M. (2019). Teaching bilingual learners: Effects of a language-based reading intervention on academic language and reading comprehension in grades 4 and 5. Reading Research Quarterly. ⁣⁠
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#schoolSLP #bilingualSLP #informedSLP #speechpathology #iteachtoo #ebpSLP

"Toy Talk" is a parent-friendly strategy that supports toddlers' grammatical growth. It's pretty simple, too! Just by telling parents to 💬"talk about the toys" and 💬"give the objects their names", we can increase use of nouns (instead of pronouns), meaning children get more exposure to "be" verbs and to different examples of verb tense and agreement!⁣⁠
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The article we reviewed didn't include children with developmental language disorder, but here's some great news: @ei.northwestern has a large study in the works that will explore the effects of a blended Toy Talk / Enhanced Milieu Teaching (EMT) with kids with #devlangdis 👍⁠
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Learn more about the how and why of this strategy in our Early Intervention review "Throwback (2017): Not just more talk, but Toy Talk" at our #linkinbio 👆⁣⁠
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Of this research: ⁣⁠
Hadley, P.A., Rispoli, M., Holt, J.K. (2017). Input Subject Diversity Accelerates the Growth of Tense and Agreement: Indirect Benefits From a Parent-Implemented Intervention. Journal of Speech, Language, and Hearing Research. ⁣⁠
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Hadley, P.A., Rispoli, M., Holt, J.K., Papastratakos, T., Hsu, N., Kubalanza, M., McKenna, M.M. (2017). Input Subject Diversity Enhances Early Grammatical Growth: Evidence from a Parent-Implemented Intervention. Language Learning and Development.⁣⁠
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#informedSLP #ebpSLP #eiSLP #scicomm #slp2be⁣⁠

Journal articles are expensive.⁠
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But many (most?) articles also have free legal versions available online!⁠
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Learn how to find them at the link in our bio, or stories.⁠
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The TL;DR = Download Unpaywall. It's our personal favorite of all the options! We'll show you how, in stories 👊⁠

Using ultrasound as a way to provide visual biofeedback in older children can help improve vocalic /r/ productions—especially if you’re implementing it from the start. ⁣⁠⁣⁠⁣⁣⁠⁣⁠
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➡️ You might think that this technology is just a fancy research technique, but it’s actually becoming way more attainable for private practices AND school districts. If you've had a chance to us this technology in your own workplace, share your experience in the comments below to help out your fellow #informedSLPs⁠
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Find more details in our Preschool & School-Age review "Treating tricky /r/ errors? Start with ultrasound visual biofeedback" at our #linkinbio 👆⁠
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On this research: Preston, J. L., McAllister, T., Phillips, E., Boyce, S., Tiede, M., Kim, J. S., & Whalen, D. H. (2019). Remediating residual rhotic errors with traditional and ultrasound-enhanced treatment: A single-case experimental study. American Journal of Speech-Language Pathology. ⁠⁣⁠⁣⁠
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#informedSLP #speechtherapy #schoolSLP #ebpSLP #slp2b

First, our field's scientists. Without the incredible work they've done to advance our field, we would have nothing to share with you all here! ❤️⁠
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Then, this is "we":⁠
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Meredith Harold, PhD, CCC-SLP, Owner, Editor, Social Media⁠
Natalie Douglas, PhD, CCC-SLP, Editor⁠
Karen Evans, MA, CCC-SLP, Editor⁠
JoAnne Berns, MS, CCC-SLP, Writer⁠
Marie Bloem, MA, CCC-SLP, Writer⁠
Melissa Brydon, PhD, CCC-SLP, Writer⁠
Brynne Evans, MS, CCC-SLP, Audio⁠
Don Finan, PhD, Topic Area Expert⁠
Danielle Garland, MS, CCC-SLP, Writer, Social Media⁠
Javier Jasso, MA, CCC-SLP, Writer⁠
Caroline Gammill, SLPD, CCC-SLP, CBIS, Writer⁠
Jessica Gormley, PhD, CCC-SLP, Research Scout⁠
Cassandra Kerr, M.Cl.Sc., Writer⁠
Hillary Koning, MA, CCC-SLP, Research Scout⁠
Priya Kucheria, PhD, CCC-SLP, Writer⁠
Kelsey Mandak, PhD, CCC-SLP, Writer⁠
Kazlin Mason, PhD, CCC-SLP, Writer⁠
Rachel Mulheren, PhD, CCC-SLP, Topic Area Expert⁠
Stephanie Muñoz, MS, CCC-SLP, Writer⁠
Grace Neubauer, MS, CCC-SLP, Writer⁠
Mollee Pezold, MA, CCC-SLP, Writer⁠
Bobbi Rohwer, MS, CCC-SLP, Research Scout⁠
Lauril Sachet, MS, CCC-SLP, Writer⁠
Allison Meder Sauerwein, PhD, CCC-SLP, Writer⁠
Molly Schenker, MA, CCC-SLP, Writer, Audio, Social Media⁠
Liz Watson, MS, CCC-SLP, Writer⁠
Kelly Zarifa, MA, CCC-SLP, Writer⁠
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Why do we have so many people? ⁠
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Because this is how many people it takes to go through all the research that's published in our field each month.⁠
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And this is how many people it takes to form a group that collectively has the expertise across our entire scope to be able to read and translate the research for you!⁠
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(Side note—this is why none of you should EVER feel guilty about not knowing it all. Not a single one of us 👆 knows it all. If we did, we could get away with a LOT fewer people than this.❤️)⁠
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Click #linkinbio to read everyone's bios!⁠
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Ppffffffffff.⁠ OK—so this is a lie we’re going to stop telling ourselves, starting today. ⁠
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Yeah? ⁠
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Because:⁠
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1️⃣ This is, literally, an impossible task, unless your FULL TIME JOB is reading journal articles, all day every day. There are hundreds of articles published in our field every month. ⁠
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P.S. Scientists stay up-to-date because their job is to read *within their area of expertise*. But clinicians' scope is too wide for that to be even somewhat reasonable.
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P.P.S. When people tell me they read ALL the research on their own I'm like HOW. HOW?!?! Because I KNOW how much is published every month 😂... You'd have to spend several hours every single day to make that happen.⁠
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2️⃣ People who tell you to “Just read the research” do not #respectrealSLPs. Because, if they did, they wouldn’t continue to pressure, shame, and disrespect SLPs by saying this.
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Basically:⁠
It.⁠
Isn’t.⁠
Resonable.⁠
or.⁠
Efficient.⁠
To expect SLPs to read research alone.⁠
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SLPs don’t need to work harder to know our field’s research. Instead, somebody needs work harder to make our field’s research more reasonably consumable by SLPs.⁠ That’s what The Informed SLP membership does 👊
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➡️ You DO still have to put the effort into reading or listening to our content, though.... But we reduce it as MUCH as we possibly can! Promise.⁠
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#respectrealSLPs⁠
#informedSLP⁠
#ebpSLP⁠
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