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Seccia A, Goldin-Meadow S. Gestures can help children learn mathematics: how researchers can work with teachers to make gesture studies applicable to classrooms. Philos Trans R Soc Lond B Biol Sci 2024; 379:20230156. [PMID: 39155717 DOI: 10.1098/rstb.2023.0156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2023] [Revised: 04/04/2024] [Accepted: 04/12/2024] [Indexed: 08/20/2024] Open
Abstract
The gestures we produce serve a variety of functions-they affect our communication, guide our attention and help us think and change the way we think. Gestures can consequently also help us learn, generalize what we learn and retain that knowledge over time. The effects of gesture-based instruction in mathematics have been well studied. However, few of these studies are directly applicable to classroom environments. Here, we review literature that highlights the benefits of producing and observing gestures when teaching and learning mathematics, and we provide suggestions for designing research studies with an eye towards how gestures can feasibly be applied to classroom learning. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.
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Affiliation(s)
- Amanda Seccia
- Division of Social Sciences, Psychology, University of Chicago , Chicago, IL 60637, USA
| | - Susan Goldin-Meadow
- Division of Social Sciences, Psychology, University of Chicago , Chicago, IL 60637, USA
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2
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Hutchins C, Schmitt MB. Group Size: An Active Ingredient of School-Based Language Therapy. Lang Speech Hear Serv Sch 2024; 55:781-802. [PMID: 38748997 DOI: 10.1044/2024_lshss-23-00047] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/02/2024] Open
Abstract
PURPOSE This study explored the relation between therapy group size and language outcomes for children receiving school-based language therapy through an implementation science lens. METHOD Data for the current study were gathered as part of the Speech-Language Therapy Experiences in Public Schools study. Participants included 273 English-speaking kindergarten through second-grade children with language impairment receiving business-as-usual therapy on the caseloads of 75 speech-language pathologists. Data were collected over an academic year, including weekly therapy logs, speech-language pathology questionnaires, and pre- and post-language measures. RESULTS Descriptive analysis revealed that children primarily experienced small-group therapy sessions (two to four children); however, there was considerable variability in group size. Hierarchical general linear modeling indicated that caseload size did not explain group size variability. However, the number of student cancellations was positively associated with receipt of large-group sessions. Notably, a significant negative association was found between receipt of large-group sessions (i.e., five to 10 children) and language outcomes. Children who received more than the average number of sessions in large groups (i.e., more than 5% of total sessions) experienced 0.18 SD less language gain over the academic year compared to the mean (0.54 SD). No other group size configurations (i.e., individual, small group, and extra large) yielded significant associations with language outcomes. CONCLUSIONS The findings suggest that young children receiving language-based therapy in large groups make substantially fewer language gains over an academic year. These results have considerable implications for educational policy and clinical practice, which are discussed through an implementation science frame.
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Affiliation(s)
| | - Mary Beth Schmitt
- Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
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Sylvan L, Kingsley H, Bartolett G, Gouck M. A Balancing Act: How School-Based Speech-Language Pathologists Navigate Their Efforts Related to Individual Education Plans and Multi-Tiered Systems of Support. Lang Speech Hear Serv Sch 2024; 55:349-367. [PMID: 38035542 DOI: 10.1044/2023_lshss-23-00073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2023] Open
Abstract
PURPOSE Speech-language pathologists (SLPs) in public schools have a key role in assessment, intervention, program design, compliance, and prevention. They address the needs of students of all ages and disorders, ensure the educational relevance of their services, and provide culturally competent care. Given the scope of their work, SLPs must balance and prioritize their varying responsibilities in school settings. This study investigates how SLPs navigate their involvement with the prevention-oriented framework Multi-Tiered System of Supports (MTSS) while providing direct support to students with disabilities through Individualized Education Programs (IEPs). METHOD This study took place in a district with a stated goal for the academic year of deepening their involvement with the MTSS framework. Eight SLPs working in this rural district participated in a series of interviews over the course of the 2022-2023 school year. Qualitative data were collected about SLPs' motivations and evolving views related to MTSS. RESULTS While participants in this study were motivated to engage in MTSS because they viewed this framework as a useful mechanism to support students outside of special education, they were limited by time constraints and the challenges of forming collaborative relationships. Each participant navigated the process of balancing their efforts related to MTSS and IEPs in a unique way that reflected their specific setting and circumstances. CONCLUSION This study directly investigated how SLPs navigate this balancing act in real time and provided a novel perspective on the potential synergies and disconnects between SLPs' efforts related to MTSS and their responsibilities related to providing appropriate speech-language services via IEPs.
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Affiliation(s)
- Lesley Sylvan
- Department of Communication Sciences and Disorders, Montclair State University, Bloomfield, NJ
| | - Harmony Kingsley
- Department of Communication Sciences and Disorders, Montclair State University, Bloomfield, NJ
| | - Grace Bartolett
- Department of Communication Sciences and Disorders, Montclair State University, Bloomfield, NJ
| | - Madeleine Gouck
- Department of Communication Sciences and Disorders, Montclair State University, Bloomfield, NJ
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Tierney-Hendricks C, Schliep ME, Vallila-Rohter S. Barriers and facilitators to outcome measurement and treatment practices in aphasia rehabilitation in the USA: a mixed methods approach using the Theoretical Domains Framework. Disabil Rehabil 2023:1-16. [PMID: 38053357 DOI: 10.1080/09638288.2023.2288221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2022] [Accepted: 11/22/2023] [Indexed: 12/07/2023]
Abstract
PURPOSE To identify clinician-perceived barriers and facilitators to the delivery of outcome measurement and evidence-based treatment practices and integration of these practices in aphasia rehabilitation. MATERIALS AND METHODS Using a convergent mixed methods design, aphasia clinicians (n = 87) across care settings in the United States completed an online survey designed within the Theoretical Domains Framework (TDF). Participants responded to open-ended questions and rated Likert scale statements. Qualitative data were analyzed using content analysis and quantitative data were summarized using descriptive statistics. RESULTS Factors related to the TDF domain of "environmental context and resources" (priority and productivity demands; characteristics of resources) were cited as primary barriers in 70% of qualitative responses for both outcome and treatment practices and were consistent with Likert rating statements. Facilitators were associated with TDF domains of "memory, attention, decision-making" (decision-making processes), "knowledge" (awareness of evidence) and "social influences" (client and caregiver preferences). CONCLUSIONS Organizational-level factors and the misalignment of the research evidence with clinical needs are barriers to delivering evidence-based care in aphasia rehabilitation. Theoretically informed strategies such as establishing organizational infrastructure for practice change, developing clinically relevant evidence through research-practice partnerships, and implementing algorithms to support clinical decision-making can address barriers and leverage facilitators.
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Affiliation(s)
| | - Megan E Schliep
- Spaulding Rehabilitation Hospital, Boston, MA, USA
- MGH Institute of Health Professions, Boston, MA, USA
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Christopulos TT, Redmond SM. Factors Impacting Implementation of Universal Screening of Developmental Language Disorder in Public Schools. Lang Speech Hear Serv Sch 2023; 54:1080-1102. [PMID: 37459613 DOI: 10.1044/2023_lshss-22-00169] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/04/2023] Open
Abstract
PURPOSE Developmental language disorder (DLD) is an underidentified neurodevelopmental disorder that affects, on average, one out of 11 kindergarten-age children (ages 4-6 years). Children with DLD can face academic, behavioral, psychiatric, emotional, and social challenges. Universal screening is seen as an effective way for public school districts to increase DLD identification rates. However, little is known about factors impacting implementation of school-based universal screenings for DLD. We partnered with a large suburban school district in the Intermountain West region of the United States to gather detailed perspectives from school personnel regarding the barriers and facilitators to the implementation of universal screening in their district. METHOD Using a two-phase mixed-methods design, we first conducted focus groups to identify potential barriers and facilitators to universal screening. We then used the qualitative data from the first phase to develop a 20-item survey to assess agreement with the focus group results among a wider group of district speech-language pathologists and kindergarten teachers from the school district. RESULTS Our survey showed moderate levels of agreement with our focus group results. In particular, school personnel showed high levels of support for universal screening for DLD, with interesting interplay across various factors: (a) the negative impact of unmanageable workload on personnel under both referral- and universal-based identification formats, (b) the preference for paraprofessionals to administer screenings, (c) the role that Response to Intervention programs may play in offsetting workloads associated with universal screenings, and (d) the need for increased awareness and education about child language development and impairment among general education teachers and the public. CONCLUSION Recommendations for incorporating these factors into more useful and applicable collaborative research-based efforts are presented. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.23661876.
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Affiliation(s)
- Tyler T Christopulos
- Department of Communication Sciences and Disorders, The University of Utah, Salt Lake City
| | - Sean M Redmond
- Department of Communication Sciences and Disorders, The University of Utah, Salt Lake City
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Speidel R, Wong TKY, Al-Janaideh R, Colasante T, Malti T. Nurturing child social-emotional development: evaluation of a pre-post and 2-month follow-up uncontrolled pilot training for caregivers and educators. Pilot Feasibility Stud 2023; 9:148. [PMID: 37612762 PMCID: PMC10464161 DOI: 10.1186/s40814-023-01357-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Accepted: 07/05/2023] [Indexed: 08/25/2023] Open
Abstract
BACKGROUND Social-emotional capacities contribute to children's mental health by helping them navigate their own and others' emotional states and forge healthy relationships. Caregivers and educators are critical socialization agents in early and middle childhood, but gaps remain in the systematic integration of social-emotional research into caregiver and educator trainings. The aim of this pilot study was to test the feasibility and preliminary efficacy of a social-emotional training designed to promote caregivers' and educators' capacities to support social-emotional development in children ages 3-8 years. METHODS Fifty adults (n = 24 caregivers of children ages 3-8 years, n = 26 educators working with children ages 3-8 years) participated in a virtual training over 3 weeks. Participants completed pre-training, post-training, and 2-month follow-up questionnaires evaluating their knowledge of social-emotional concepts, use of training strategies, mental health, and satisfaction with the training. Caregivers also reported children's social-emotional capacities and mental health. RESULTS On average, caregivers and educators completed 83% of the virtual training sessions and reported high satisfaction with the training. Further, preliminary evidence indicated that caregivers' and educators' knowledge of social-emotional concepts increased pre- to post-training and was maintained at the 2-month follow-up. Increases in caregivers' and educators' knowledge and greater use of training strategies were associated with improvements in children's social-emotional capacities and caregivers' and educators' own mental health. CONCLUSIONS These pilot results support the feasibility of infusing evidence-based social-emotional content into caregiver and educator training initiatives aimed at nurturing child social-emotional development and mental health. The results inform future evaluation of the short- and long-term benefits of this training with a full-scale randomized controlled trial design.
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Affiliation(s)
- Ruth Speidel
- Centre for Child Development, Mental Health, and Policy, University of Toronto, 3359 Mississauga Rd, Mississauga, ON, L5L 1C6, Canada.
| | - Tracy K Y Wong
- Department of Psychology, University of Toronto, Mississauga, Canada
| | - Redab Al-Janaideh
- Department of Psychology, University of Toronto, Mississauga, Canada
| | - Tyler Colasante
- Centre for Child Development, Mental Health, and Policy, University of Toronto, 3359 Mississauga Rd, Mississauga, ON, L5L 1C6, Canada
- Department of Psychology, University of Toronto, Mississauga, Canada
| | - Tina Malti
- Centre for Child Development, Mental Health, and Policy, University of Toronto, 3359 Mississauga Rd, Mississauga, ON, L5L 1C6, Canada
- Department of Psychology, University of Toronto, Mississauga, Canada
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Al-Janaideh R, Speidel R, Colasante T, Malti T. Evaluating a Social-Emotional Training Program for Refugee Families and Service Providers: Pilot Study. JMIR Form Res 2023; 7:e42606. [PMID: 37145855 PMCID: PMC10199395 DOI: 10.2196/42606] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Revised: 02/07/2023] [Accepted: 02/26/2023] [Indexed: 05/06/2023] Open
Abstract
BACKGROUND Refugee children are often exposed to adversities that present a threat to their healthy development. Promoting refugee children's social-emotional capacities may be an opportune, strengths-based avenue to nurture their resilience, coping strategies, and mental health outcomes amid these risks. Furthermore, supporting caregivers' and service providers' capacities to provide strengths-based care may result in more sustainable, caring environments for refugee children. However, culturally adapted initiatives that aim to promote social-emotional capacities and mental health in refugee children, caregivers, and service providers are limited. OBJECTIVE In this pilot study, we aimed to assess the feasibility and efficacy of a brief, 3-week social-emotional training program for refugee caregivers of children aged between 2 and 12 years and service providers who support refugees. This study had 3 central objectives. First, we examined whether refugee caregivers' and service providers' knowledge of core social-emotional concepts increased from pre- to posttraining, whether these increases were maintained 2 months later, and whether caregivers and service providers reported a high use of training-based strategies after the training. Second, we assessed if refugee caregivers reported any improvements in their children's social-emotional capacities and mental health from pre- to posttraining and 2 months later. Finally, we evaluated whether caregivers and service providers experienced any improvements in their own mental health symptoms from pre- to posttraining and 2 months later. METHODS A total of 50 Middle Eastern refugee caregivers of children (n=26) aged between 2 and 12 years and service providers (n=24) were recruited using convenience sampling and participated in a 3-week training program. Training sessions were delivered via a web-based learning management system and involved a combination of asynchronous (video-based) and synchronous (web-based live group) sessions. The training was evaluated using an uncontrolled pre-, post-, and 2-month follow-up design. Caregivers and service providers reported their understanding of social-emotional concepts and mental health at pre-, post-, and 2 months after training and reported their use of training strategies after training. Caregivers reported their children's social-emotional capacities and mental health through a presurvey, a series of postsurveys (after each module session and 1 week after the training), and a 2-month follow-up survey. The participants also reported their demographic information. RESULTS Caregivers' and service providers' knowledge of social-emotional concepts increased significantly from pre- to posttraining, and the service providers' knowledge increase was sustained at the 2-month follow-up. Both caregivers and service providers reported high levels of strategy use. Furthermore, 2 markers of children's social-emotional development (ie, emotion regulation and sadness over wrongdoing) improved after training. CONCLUSIONS The findings highlight the potential of strengths-based, culturally adapted social-emotional initiatives to support refugee caregivers' and service providers' abilities to provide high-quality social-emotional care to refugee children.
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Affiliation(s)
- Redab Al-Janaideh
- Research and Assessment, Centre for Leadership and Learning, York Region District School Board, York Region, ON, Canada
| | - Ruth Speidel
- Centre for Child Development, Mental Health and Policy, Department of Psychology, University of Toronto, Mississauga, ON, Canada
| | | | - Tina Malti
- Faculty of Education, Leipzig University, Leipzig, Germany
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Christopulos TT, Redmond SM. Positive Predictive Values Associated With Adapting the Redmond Sentence Recall Measure Into a Kindergarten Screener for Developmental Language Disorder. Lang Speech Hear Serv Sch 2023; 54:636-647. [PMID: 36780301 DOI: 10.1044/2022_lshss-22-00048] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/14/2023] Open
Abstract
PURPOSE Researchers estimate the prevalence of developmental language disorder (DLD) in 5-year-olds to be between 7% and 12%. Current identification systems in public schools typically favor referral identification formats over targeted or universal screenings. Public schools face unique challenges when assessing the value of screening measures for DLD that include real-world considerations such as administration, time, and resource constraints. This study used the positive predictive value (PPV) of the Redmond Sentence Recall (RSR) to assess its fidelity when administered by special education paraprofessionals. Our obtained PPV was compared across three areas: (a) previous studies that have utilized the RSR, (b) rates extrapolated from the participating school district's preexisting referral system from a previous study, and (c) expectations based on DLD prevalence. METHOD Language screenings were conducted in two elementary schools using the RSR administered by school-based paraprofessionals trained on the screener protocol. One hundred sixty-four kindergarten students (age range: 5-6 years) were screened. Confirmatory testing was completed on all students who failed the screener. RESULTS Of the 164 students screened, 19 failed the RSR (11.5%), and 14 met criteria (8.5%) for DLD (PPV = .74). Our PPV was similar to previously published studies that utilized the RSR using research assistants and was higher than the PPV associated with teacher-based referrals from the participating school district. CONCLUSION The RSR represents a potentially useful screener for identifying children at risk for previously unidentified language disorders in public schools. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.22044479.
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Affiliation(s)
- Tyler T Christopulos
- Department of Communication Sciences and Disorders, University of Utah, Salt Lake City
| | - Sean M Redmond
- Department of Communication Sciences and Disorders, University of Utah, Salt Lake City
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Seven Y, Dedrick RF, Madsen KM, Spencer TD, Kelley E, Goldstein H. Psychometric Properties of a Preschool Language, Literacy, and Behavior Screener. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829221143417] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
This study investigated the psychometric properties of the Preschool Language, Literacy, and Behavior Screener (PLLB-S). We examined and tested the factor structure of the PLLB-S using exploratory and confirmatory factor analyses. We further conducted internal consistency, concurrent validity, and predictive validity analyses and evaluated teacher satisfaction using PLLB-S. Our factor analyses resulted in 22 items distributed among three subscales with high internal consistency: Oral language, emergent literacy, and behavior skills. The PLLB-S and its subscales correlated moderately to strongly with standardized measures. The emergent literacy of the PLLB-S was the only subscale that significantly predicted children’s later vocabulary knowledge. Preschool teachers reported high satisfaction with the content and purpose of the questionnaire. We concluded that this tool with sound psychometric properties can potentially help increase the feasibility and efficiency of implementing standardized assessments in MTSS frameworks in preschool classrooms.
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Affiliation(s)
- Yagmur Seven
- Juniper Gardens Children’s Project, University of Kansas, Kansas City, KS, USA
| | - Robert F. Dedrick
- Department of Educational and Psychological Studies, University of South Florida, Tampa, FL, USA
| | - Keri M. Madsen
- College of Behavioral and Community Sciences, University of South Florida, Tampa, FL, USA
| | - Trina D. Spencer
- College of Behavioral and Community Sciences, University of South Florida, Tampa, FL, USA
| | - Elizabeth Kelley
- Department of Speech, Language and Hearing Sciences, University of Missouri, Columbia, MO, USA
| | - Howard Goldstein
- College of Behavioral and Community Sciences, University of South Florida, Tampa, FL, USA
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Douglas NF, Feuerstein JL, Oshita JY, Schliep ME, Danowski ML. Implementation Science Research in Communication Sciences and Disorders: A Scoping Review. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:1054-1083. [PMID: 35104415 PMCID: PMC10721253 DOI: 10.1044/2021_ajslp-21-00126] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Revised: 09/30/2021] [Accepted: 11/03/2021] [Indexed: 06/14/2023]
Abstract
PURPOSE The purpose of this study was to complete a scoping review of implementation science (IS) research in communication sciences and disorders (CSD) over time and to determine characteristics of IS research in CSD. METHOD A scoping review was conducted of PubMed and Education Resources Information Center for sources published in English that (a) included CSD practitioners, (b) addressed IS research, and (c) identified a specific evidence-based practice. Resulting sources were systematically examined for study aim, patient populations, implementation framework utilized, setting of the study, implementation strategy examined, and implementation outcome measured. RESULTS The majority of the 82 studies that underwent a full-text review (80.5%) were published in 2014 or later. One fourth of the studies were concept papers, and another one fourth focused on context assessment (25.6% of studies, each), 11% focused on designing implementation strategies, and 36.6% focused on testing implementation strategies. The patient population most frequently represented aphasia (21.3%), and most studies (34.4%) were conducted in inpatient medical settings. Nearly half (42.6%) of the nonconcept studies lacked an IS framework. Among implementation strategies identified, approximately one third of studies focused on education and/or training plus another strategy and one fourth focused on education and/or training alone. Implementation outcomes measured typically represented early stages of implementation. CONCLUSIONS This scoping review of IS research in CSD described the landscape of IS studies in CSD. IS is intersecting with CSD at a rapid rate, especially since 2014. Future IS research in CSD should adopt an implementation framework a priori and consider the broad range of implementation strategies and outcomes to support the uptake of research into typical practice settings.
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Alonzo CN, Komesidou R, Wolter JA, Curran M, Ricketts J, Hogan TP. Building Sustainable Models of Research-Practice Partnerships Within Educational Systems. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2022; 31:1-13. [PMID: 35239411 PMCID: PMC9567312 DOI: 10.1044/2021_ajslp-21-00181] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2021] [Revised: 09/24/2021] [Accepted: 11/30/2021] [Indexed: 06/12/2023]
Abstract
PURPOSE To describe the 9-year journey of a group of language and literacy researchers in establishing and cultivating Research-Practice Partnerships (RPPs). Those interested in incorporating implementation science frameworks in their research may benefit from reading our exploration into this type of work and our lessons learned. METHOD We showcase how a group of researchers, who are committed to collaboration with school practitioners, navigated building and scaling RPPs within educational systems necessary for our long-term implementation work. We provide details and illustrative examples for three, distinct, mutually beneficial, and sustainable partnerships. RESULTS Three different practice organizations are represented: (1) a single metropolitan school, (2) a small metropolitan school district, and (3) a large metropolitan school district, highlighting specific priorities and needs depending on the type of practice organization. Each partnership has distinct research and practice goals related to improving language and literacy outcomes in children. We describe how the researchers assisted with meeting the partner practice organizations' goals and engaged in capacity building while producing rigorous scientific knowledge to inform clinical and educational practice. Additionally, we discuss how research priorities and strategies were pivoted in the past year due to the COVID-19 pandemic, illustrating our commitment to the partnerships and how to respond to challenges to guarantee long-term sustainability. CONCLUSION By discussing three distinctive partnerships, we demonstrate the various ways researchers can approach RPPs and grow them into mutually beneficial collaborations and support implementation goals.
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Affiliation(s)
- Crystle N. Alonzo
- School of Speech, Language, and Hearing Sciences, San Diego State University, CA
| | - Rouzana Komesidou
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Julie A. Wolter
- School of Speech, Language, Hearing, and Occupational Sciences, University of Montana, Missoula
| | - Maura Curran
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Jessie Ricketts
- Department of Psychology, Royal Holloway, University of London, Egham, United Kingdom
| | - Tiffany P. Hogan
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
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Tönsing KM, Soto G. Multilingualism and augmentative and alternative communication: examining language ideology and resulting practices. Augment Altern Commun 2020; 36:190-201. [PMID: 33021393 DOI: 10.1080/07434618.2020.1811761] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Abstract
Although the literature suggests that multilingual augmentative and alternative communication (AAC) interventions hold benefits for children from multilingual backgrounds, there is little guidance on how such interventions can be implemented. While various barriers to this process have been noted, language ideology has not received much attention in the AAC literature. This paper aims to highlight multilingualism as both a linguistic and a sociopolitical phenomenon. An awareness of the influence of language ideology on AAC practice may lead to more considered and reflective approaches when supporting multilingual clients and their families. A description of the multilingual experience is followed by a discussion of language ideologies and views of multilingualism and how these may translate into AAC practices. Through a series of questions, AAC practitioners are encouraged to reflect on the influence of language ideology on their practices. The influence of language ideology on the legal and policy context, service models, and family language practices and choices is then explored. By situating AAC interventions for children from multilingual backgrounds within a macrosystemic and ideological framework, researchers and practitioners may be able to identify not just constraints on but also opportunities for providing person- and family-centered intervention.
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Affiliation(s)
- Kerstin Monika Tönsing
- Centre for Augmentative and Alternative Communication, University of Pretoria, Hatfield, South Africa
| | - Gloria Soto
- Department of Special Education and Department of Speech, Language, and Hearing Sciences, San Francisco State University, San Francisco, CA, USA
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13
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Roberts MY, Sone BJ, Zanzinger KE, Bloem ME, Kulba K, Schaff A, Davis KC, Reisfeld N, Goldstein H. Trends in Clinical Practice Research in ASHA Journals: 2008-2018. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:1629-1639. [PMID: 32628502 DOI: 10.1044/2020_ajslp-19-00011] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose Despite the American Speech-Language-Hearing Association's (ASHA's) endorsement of evidence-based practice (EBP) and speech-language pathologists' (SLPs') agreement on the importance of EBP, practicing clinicians report barriers to implementing EBP. The purpose of this study was to examine trends in clinical practice research published in ASHA journals over the past 11 years (2008-2018). Method A total of 2,483 articles from the American Journal of Speech-Language Pathology; Language, Speech, and Hearing Services in Schools; and Journal of Speech, Language, and Hearing Research were extracted for coding. Coders were licensed SLPs who were trained to 80% reliability on classifying the type of research in each article. Clinical practice research articles were further classified as studies on assessment, studies on intervention, and studies that explore the implementation of EBP. Results Clinical practice research comprised the minority of literature published in ASHA journals in the field of speech-language pathology (25%). These articles were composed of assessment (10%), intervention (15%), and implementation (< 1%). These articles were distributed across a variety of primary content areas, with an absence of implementation science for the majority of clinical areas. Conclusions The lack of clinical practice research readily available to practicing SLPs is a barrier to EBP. The results of this study underscore the need for increased clinical practice research. Future work should investigate EBP in the context of clinician-researcher partnerships and increasing the capacity of clinicians to conduct clinical practice research. Supplemental Material https://doi.org/10.23641/asha.12550928.
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Affiliation(s)
- Megan Y Roberts
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Bailey J Sone
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Katherine E Zanzinger
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Marie E Bloem
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Kara Kulba
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Allyson Schaff
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Kelly C Davis
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Nicole Reisfeld
- Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Howard Goldstein
- Department of Communication Sciences and Disorders, University of South Florida, Tampa
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Lessons from the Implementation of Pilot Practices to Tackle the Burden of Noncommunicable Diseases in Europe. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17134661. [PMID: 32610433 PMCID: PMC7369816 DOI: 10.3390/ijerph17134661] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/16/2020] [Accepted: 06/23/2020] [Indexed: 12/29/2022]
Abstract
(1) Background: The gap between research findings and their application in routine practice implies that patients and populations are not benefiting from the investment in scientific research. The objective of this work is to describe the process and main lessons obtained from the pilot practices and recommendation that have been implemented by CHRODIS-PLUS partner organizations; (2) Methods: CHRODIS-PLUS is a Joint Action funded by the European Union Health Programme that continues the work of Joint Action CHRODIS-JA. CHRODIS-PLUS has developed an Implementation Strategy that is being tested to implement innovative practices and recommendations in four main areas of action: health promotion and disease prevention, multimorbidity, fostering quality of care of patients with chronic diseases, and employment and chronic conditions; (3) Results: The Three-Stages CHRODIS-PLUS Implementation Strategy, based on a Local Implementation Working Group, has demonstrated that it can be applied for interventions and in situations and contexts of great diversity, reflecting both its validity and generalizability; (4) Conclusions: Implementation has to recognize the social dynamics associated with implementation, ensuring sympathy toward the culture and values that underpin these processes, which is a key differentiation from more linear improvement approaches.
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A Multidimensional, Multi-tiered System of Supports Model to Promote School Attendance and Address School Absenteeism. Clin Child Fam Psychol Rev 2020; 23:316-337. [DOI: 10.1007/s10567-020-00317-1] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
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Douglas NF, Burshnic VL. Implementation Science: Tackling the Research to Practice Gap in Communication Sciences and Disorders. ACTA ACUST UNITED AC 2019. [DOI: 10.1044/2018_pers-st-2018-0000] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Purpose
The purpose of this article is to outline how implementation science can contribute to the advancement of communication sciences and disorders through its impact on both clinical research and clinical practice. Implementation science's pertinent definitions and history are discussed. Then, information is highlighted pertaining to the position of implementation science within the larger realm of clinical practice research. An exemplar study is reviewed to inform clinical researchers in communication sciences and disorders.
Conclusion
The importance of implementation science is emphasized by outlining ways that speech-language pathologists and audiologists can use implementation science to both inform their clinical practice and contribute to the evidence base of the disciplines.
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Affiliation(s)
- Natalie F. Douglas
- Department of Communication Sciences and Disorders, Central Michigan University, Mount Pleasant, MI
| | - Vanessa L. Burshnic
- Department of Communication Sciences & Disorders, University of South Florida, Tampa, FL
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