And more...

Auza et al. compared story retells from monolingual Spanish-speaking children with typical language vs. children with DLD and average nonverbal cognitive ability. They found that children with DLD scored significantly lower on several LSA measures (MLU, TNW, NDW) and produced significantly more ungrammatical sentences.

Bedore et al. studied English grammatical forms in school-aged Spanish-English bilingual children with varying degrees of English experience. They found that some grammatical forms were useful in identifying language disorder in those with 20%–60% English use, but not those with more experience.

Finke et al. interview young adults with Autism on the role of video games in their lives. They suggest SLPs consider video games as a potentially useful context for therapy.

Harte et al. found that 4–5 year-olds with and without speech sound disorders were able to comprehend sentences in unfamiliar accents as well as ones in their local accent.

Jackson et al. found that school-aged children recently diagnosed with epilepsy all showed language deficits, regardless of the type of epilepsy. Children with temporal lobe or absence epilepsy were the most significantly affected.

Lennox et al. found that oral narrative tasks were more useful than sentence-level tasks at assessing oral language abilities following Tier 1 intervention in a diverse, low-SES group of kindergarten-aged students.

Liang and Wilkinson studied gaze patterns in individuals aged 7–32 with Autism, Down Syndrome, or typical development, when looking at photographs. They found that, across groups, the presence of human figures interacting with one other attracted more attention than images without people or without interaction among people. They discuss possible implications for AAC design, particularly when using visual scene displays.

Pearce and Flanagan recommend analysis of a narrative retell language sample as an unbiased assessment method for Australian children from indigenous backgrounds, rather than standardized tests. 

Washington et al. investigated dialect density in elementary-aged students who spoke African American English, and its relationship to oral language and reading skills over time. They found that dialect use decreases with growth in reading and that high dialect users without strong oral language and early literacy skills aren’t likely to codeswitch on their own.

 

Auza, A., Harmon, M. T., & Murata, C. (2018). Retelling stories: Grammatical and lexical measures for identifying monolingual Spanish speaking children with specific language impairment (SLI). Journal of Communication Disorders, 71, 52-60. doi: 10.1016/j.jcomdis.2017.12.001.

Bedore, L. M., Peña, E. D., Anaya, J. B., Nieto, R., Lugo-Neris, M. J., & Baron, A. (2018). Understanding Disorder Within Variation: Production of English Grammatical Forms by English Language Learners. Language, Speech, and Hearing Services in Schools, 49(2), 277–291. https://doi.org/10.1044/2017_LSHSS-17-0027.

Finke, E. H., Hickerson, B. D., & Kremkow, J. M. D. (2018). “To Be Quite Honest, If It Wasn’t for Videogames I Wouldn't Have a Social Life at All”: Motivations of Young Adults With Autism Spectrum Disorder for Playing Videogames as Leisure. American Journal of Speech-Language Pathology. Advance online publication. https://doi.org/10.1044/2017_AJSLP-17-0073.

Harte, J., Frizelle, P., & Gibbon, F. (2017). The effect of different speaker accents on sentence comprehension in children with speech sound disorder. Clinical Linguistics & Phonetics. Advance online publication. https://doi.org/10.1080/02699206.2017.1419379.

Jackson, D. C., Jones, J. E., Hsu, D. A., Stafstrom, C. E., Lin, J. J., Almane, D., … Hermann, B. P. (2018). Language function in childhood idiopathic epilepsy syndromes. Brain and Language. https://doi.org/10.1016/j.bandl.2017.12.005.

Lennox, M., Westerveld, M. F., & Trembath, D. (2017). Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention? Folia Phoniatrica et Logopaedica: 69(4), 169–179. https://doi.org/10.1159/000485974.

Liang, J., & Wilkinson, K. (2018). Gaze Toward Naturalistic Social Scenes by Individuals With Intellectual and Developmental Disabilities: Implications for Augmentative and Alternative Communication Designs. Journal of Speech, Language, and Hearing Research: Journal of Speech, Language, and Hearing Research. Advance online publication.  https://doi.org/10.1044/2018_JSLHR-L-17-0331.

Pearce, W. M., & Flanagan, K. (2018). Language abilities of Indigenous and non-Indigenous Australian children from low socioeconomic backgrounds in their first year of school. International Journal of Speech-Language Pathology. Advance online publication. https://doi.org/10.1080/17549507.2018.1444091.

Washington, J. A., Branum-Martin, L., Sun, C., & Lee-James, R. (2018). The Impact of Dialect Density on the Growth of Language and Reading in African American Children. Language, Speech, and Hearing Services in Schools, 49(2), 232–247. https://doi.org/10.1044/2018_LSHSS-17-0063.