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New!
Format(s):
SIG Perspectives
This SIG 1 activity focuses on neurodiversity-affirming practices. The first article
provides an outline of what neurodiversity is, why it is central to the provision of
evidence-based practice, and how to educate speech-language pathologists on the need
for neurodiversity-affirming care. The second article discusses research design and
reporting in autism intervention research that should be considered by intervention
providers. The third article examines the knowledge, experience, and training of schoolbased
professionals and their familiarity with early communication access for autistic
children. The fourth article discusses a study that investigates themes in spoken
narratives produced by autistic adults whose genders are marginalized in comparison to
those of cisgender men. The fifth article describes gestalt language processing as one of
the natural styles of language acquisition in children and a protocol for assessing the
language acquisition of autistic and non-autistic individuals who utilize a gestalt process
to acquire language.
Format(s):
SIG Perspectives
This SIG 1 activity focuses on evidence-based practices in literacy related to word
reading, morphology, and vocabulary. The first article highlights the relationship between
literacy and vocabulary learning and provides a tutorial on treatment options for
vocabulary-based interventions for children with identified vocabulary deficits. The
second article describes the developmental sequence of alphabet knowledge and
demonstrates how to address this knowledge within three different service delivery
modules. The third article explains the importance of targeting morphology in schoolbased
speech and language therapy to support the literacy development of students with
developmental language disorders. The final article describes the skills required for
successful word reading and outlines how a speech-language pathologist can carry out
an evidence-based approach for both assessment and intervention.
Format(s):
SIG Perspectives
This SIG 1 activity focuses on best practices, perspectives, and challenges in the
assessment and intervention of developmental language disorders (DLD) in culturally
and linguistically diverse (CLD) populations. The first article provides clinicians and
researchers with resources to interpret and use common standardized language
assessments in English for CLD school-age youth. The second article introduces the
online program, Video- and App-Based Language Instruction (VALI), to increase
caregivers’ use of language-promoting strategies in everyday activities with Spanish
infants and toddlers. The third article discusses how to most effectively treat bilingual
children and plan treatment to promote progression in both languages.
Format(s):
SIG Perspectives
This course is based on a recently published SIG 1 Perspectives forum, Language Sample Analysis Tutorials. The articles in the forum focus on three types of language sample analysis and best practices for conducting them utilizing the Computerized Language Analysis (CLAN), Systematic Analysis of Language Transcriptions (SALT), and Sampling Utterances and Grammatical Analysis Revised (SUGAR).
Format(s):
SIG Perspectives
This SIG 1 Perspectives activity focuses on assessing and treating students with intellectual disability (ID) in the areas of language and literacy. The first article discusses the primary components of a parent-implemented language intervention for children with fragile X syndrome. The second article discusses emergent and conventional literacy skills and the strengths and challenges in reading and spelling for adolescents with ID. The third article describes the key components and modifications that can be utilized in narrative interventions when working with individuals that are diagnosed with intellectual and developmental disabilities. The final article provides the parents’ perspectives of the home and school literacy experiences of children with ID in preschool.
Format(s):
SIG Perspectives
This SIG 1 Perspectives activity focuses on how to work with students with autism spectrum disorders (ASD) and their caregivers via telepractice. The first article provides five practical tips for supporting families of children with ASD while implementing effective interventions via various telepractice modalities. The second article reviews the feasibility of implementing telehealth programs related to behavioral interventions for families and their children with ASD. The third article explores the usability of a web-based application of the JASPER social communication intervention. The fourth article discusses the results of a survey completed by speech-language pathologists who utilized telepractice to teach children with autism to access and use augmentative and alternative communication devices. The final article shares current available research related to the barriers of and solutions to conducting telehealth assessment and interventions for families and their students with ASD.
Format(s):
SIG Perspectives
This SIG 1 activity focuses on ethical challenges that audiologists and SLPs may face in various school-based scenarios. A 5-step ethical decision-making approach is presented. An ethical decision-making model is used to help prepare clinicians for the ethical continuation of telepractice in schools. Some thoughts and tools for connecting ethical practices with the provision of culturally sensitive/responsive services are provided.
Format(s):
SIG Perspectives
This SIG 1 Perspectives activity focuses on the relationship between language and executive function (EF) in children with specific language impairment (SLI) and/or developmental language disorder (DLD). A clinical model of language therapy for adolescents with DLD and concomitant EF deficits was proposed. Finally, a theoretical framework for understanding and promoting metacognition and EF as part of assessment and treatment plans for speech-language pathologists was discussed.
Format(s):
SIG Perspectives
This SIG 1 Perspectives activity focuses on therapeutic interventions related to contextualized language for school-age and adolescent students. Articles discuss intervention to increase motivation while targeting language-based literacy skills; development of collaborative academic conversations in older students with language delays and impairments; semantic reasoning as a vocabulary teaching tool; how a written, graphic, and oral learning strategy can improve comprehension, retention, and expression; and how morphological awareness intervention can be linked to learning academic vocabulary within disciplinary literacy strategies.
Format(s):
SIG Perspectives
This Perspectives activity focuses on communication choice and agency for individuals
on the autism spectrum. These individuals are the key informants in decisions around
the conceptualization, implementation, and evaluation of educational programming for
autistic learners. Speaking autistic adults encourage families, professionals, and society
to promote and accept all communication as equal.
Format(s):
SIG Perspectives
This activity focuses on the childhood maltreatment consequences on social pragmatic communication. Based on a complex family and social conception of neglect, a logical model illustrating public health services for children experiencing neglect is proposed. The role of speech-language pathology in prevention, policy, and practice is outlined. The importance of assessing the narrative language of children exposed to complex trauma is also emphasized.
Format(s):
SIG Perspectives
This Perspectives activity focuses on the assessment and treatment of school-age students with social language deficits. Articles focus on conversational profiles for students with autism and intervention strategies appropriate for students within each profile; the benefit of using analog tasks with toddlers through adolescents to evaluate social communication abilities and guide intervention; best practices in assessing students with social communication deficits; and how effective commercially available standardized tests are for evaluating the social and pragmatic language deficits of students with social pragmatic communication disorder within and separate from autism.
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