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Concludes that an integrated language-reading treatment approach was effective in improving the reading performance of second-grade children with possible listening comprehension problems and language deficiencies. (FL)

The review, intended to provide speech-language pathologists and special educators with an awareness of genetics and specific syndromes involving speech, language, and hearing components, discusses basic etiologies of abnormal development and selected syndromes (such as Down's and Klinefelter's) that include communication disorders. (CL)

Indicates that it is feasible to include selected expressive and receptive language activities (focusing on syntactic-semantic relationships) into reading instruction for primary grade students. (FL)

Questionnaires were completed by 346 randomly selected respondents (classroom teachers, elementary school principals, school psychologists, and learning disabilities teachers). Analysis revealed that educators generally had positive attitudes toward speech-language services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. (Author/CL)

A 90-minute inservice workshop to facilitate early identification of children "at risk" for auditory processing problems was presented to 44 preschool teachers. Results indicated that, with a relatively brief training experience, preschool teachers can be taught to identify and refer such children. (Author/DB)

A technique for evaluating children's auditory-language processing abilities was developed. Teachers were trained in inservice workshops to identify auditory-language processing problems, using the Observational Profile of Classroom Communication. They subsequently referred 46 nonhandicapped first-, second-, and third-graders for evaluation, which indicated that 87% had problems. The technique was considered effective. (KM)

Violence in schools is a concern of many educators and recently has received increased attention on a local and national level. Despite this attention, the roles of communication and violence [...]

Qualitative methodology was used to explore how incarcerated female delinquents described their communication behaviors in multiple contexts, including the influence of maltreatment experiences and their communication skills. Twenty youth ranging [...]

Background Speech, language and communication needs (SLCN) are strongly overrepresented in young offender populations, and there is growing commitment internationally to ensuring access to speech-language therapy services for such young people. However there is currently no framework in which such interventions might be conceptualized, delivered and evaluated. This is significant given the role of language competence in the development of prosocial skills and also in the transition to literacy. Aims To present Response to Intervention (RTI) as a framework in which SLCN of young offenders might be systematically addressed and evaluated within youth justice settings, led by speech-language therapists, in conjunction with other education and welfare team members. Methods & Procedures Literature regarding prevalence rates of SLCN in young offenders is reviewed, together with the limited extant evidence on interventions for this group. The importance of applying evidence-based interventions is argued, and a framework for adapting RTI for SLCN in custodial settings is outlined. Main Contribution A framework for adapting RTI to design, deliver and evaluate speech-language therapy interventions in youth custodial settings is presented. Conclusions Speech-language therapy interventions for young offenders will be better addressed at policy, practice and research levels if a framework such as an RTI adaptation is employed. It is expected, however, that this model will evolve over time, as intervention evidence pertaining to the youth offender population emerges. [ABSTRACT FROM AUTHOR]

Mixed methods were used to explore the reactions of educators before and after implementing the Response to Intervention (RTI) model in secondary settings during a school year. Eighteen participants from six middle schools and four high schools collaborated on interdisciplinary teams that involved classroom teachers, speech-language pathologists (SLPs), psychologists, and paraprofessionals. RTI instruction focused on language-based literacy curriculum involving language, reading fluency, reading comprehension, and written language activities. Five focus group interviews, two observations in each of the ten schools, and participants' reactions to open-ended questions were qualitatively analyzed. Participants reacted to open-ended questions similar to "What are your primary comments and/or concerns regarding RTI services for children and adolescents who struggle to learn?" Four themes emerged consisting of challenges and concerns, support for the model, implementation considerations, and experts in special education and communication disorders. [ABSTRACT FROM AUTHOR]

The purpose of this study was to survey the opinions of speech–language pathologists (SLPs) on response to intervention (RTI). Questionnaires were mailed to 2,000 randomly selected elementary and secondary SLPs throughout the United States. Mean results of 583 respondents (29.15%) indicated that SLPs agreed on 37 Likert-type items and responded with neither agree nor disagree on 10 other items. The majority of participants acknowledged the importance of their role in RTI and the value of screening, progress monitoring, assessment, and prevention of continued failure. Some were uncertain whether multidisciplinary team members were knowledgeable and trained to implement RTI. More than 80% of participants indicated challenges related to training, funding, additional personnel, administrative leadership, and planning time. SLPs acknowledged the importance of prevention, collaboration, and well-trained educators in serving struggling learners. However, challenges in implementation of the model will require careful consideration in advancing the discussions on RTI. [ABSTRACT FROM AUTHOR]

Background: Restorative Justice is an approach to responding to youth offending that aims to be collaborative and conciliatory rather than adversarial. In this respect, it is a welcome innovation in justice, welfare, and educational settings, and is gaining favour around the world. To date, however, the Restorative Justice literature has not considered the possible implications of unidentified language impairment in the young offenders who are asked to participate in face-to-face conferences with their victim(s). Aims: The aims of this paper are (1) to bring two paradigms together: Restorative Justice on the one hand, and the literature on language and social cognition impairments in vulnerable and socially marginalized young people on the other; (2) to stimulate awareness and interest in this aspect of public policy and practice by speech-language pathologists; and (3) to suggest some research questions that need to be tackled from an oral language competence perspective. Methods & Procedures: A narrative review of the relevant literature pertaining to both Restorative Justice and oral language competence in vulnerable young people was conducted, with particular emphasis on the implications of the undetected language impairments as a source of possible unintended harm to both victims and offenders in Restorative Justice conferences. Main Contribution: This is the first paper that specifically addresses the oral language skills of vulnerable and socially marginalized young people with respect to their capacity to participate in Restorative Justice conferences. Conclusions: It is important that speech-language pathologists contribute their specialized knowledge and clinical skills to public policy-making and debate, and practice that pertains to marginalized young people who may have undetected oral language impairments. Speech-language pathology as a profession is well positioned to plan and execute important programmes of research on this growing approach to dealing with youth offending and reducing recidivism. [ABSTRACT FROM AUTHOR]

Older students who struggle with reading are more motivated to participate in instructional intervention if they are interested in the program. This mixed methods study examined opinions and reactions of 41 female juvenile delinquents on a 1-hour demonstration of the START-IN (STudents Are Responding To INtervention) reading program. Following a demonstration of the 16 reading tasks, participants ranging in age from 13 to 18 years responded to four multiple-choice and one open-ended item. Quantitative and qualitative findings revealed that one half or more of the participants reacted favorably to the level of difficulty, age appropriateness, importance of information, and future participants’ willingness to participate on tasks. Three themes, including their opinions of the task and reading, their prediction of how future participants would respond to implementation, and information pertaining to metacognition, emerged from 308 comments to open-ended items. Intervention implications were also considered. [ABSTRACT FROM PUBLISHER]

A mixed methods study was conducted to examine female juvenile delinquents' opinions and reactions on nine language-based literacy activities. Forty-one participants ranging in age from 13 to 18 years responded to a survey consisting of nine multiple-choice items and one open-ended question concerning the usefulness of activities. Quantitative and qualitative findings revealed the majority of participants found the activities to be very useful. From 410 comments, five key themes emerged on positive opinions about usefulness, personal examples of use, negative opinions about usefulness, metacognitive and self regulation skills, and predictions of usefulness with future students. Examples of all activities that could be implemented through a Response to Intervention model are available on www.unl.edu/barkley/present/sanger/documents/resources.shtml under the language-based literacy activities link. [ABSTRACT FROM AUTHOR]

This study explores findings of interviews from 26 adolescent female participants residing in a correctional facility and ranging in age from 15 to 18 years (M = 17.12). All had experienced maltreatment and difficulty learning in school. The purpose was to examine participants' use of emotional language through modeling communicative strategies and requesting responses from two open-ended questions about their positive and negative experiences in life. Participants expressed positive and negative emotional words modeled by researchers. Preliminary findings suggested educational and communicative relevance as leaders plan programs for girls. Implications suggested that caution be used to determine whether the maltreated students suffered from alexithymia. Suggestions were offered for educators in leadership positions serving as members on multidisciplinary teams. [ABSTRACT FROM AUTHOR]

The purposes of this study were to survey the views of female adolescents about: (a) their classroom teachers' language used during instruction, (b) their attitudes toward the language of classroom instruction, and (c) views about listening behaviors. A survey design was used with 31 participants ranging in age from 15 to 18 with a mean age of 17.12 years. Three questionnaires addressing classroom instruction and listening behaviors were read to each student. Two open-ended questions on learning in school were included in the study. Descriptive findings revealed the language load of the curriculum was too difficult and not sufficiently understood by one-third to more than one-half of the study participants. [ABSTRACT FROM AUTHOR]

This study investigated the effectiveness of using an observational checklist to facilitate early teacher referral of children suspected of having language problems. Twelve classroom teachers completed the Observational Checklist of Conversational Skills on 37 kindergarten and first grade students whom they suspected had language problems (i.e., were at-risk for language impairments) and 37 age-matched peers. Students in the at-risk group were evaluated using the Clinical Evaluation of Language Fundamentals-Revised (CELF-R) and the Communication Abilities Diagnostic Test (CADeT). Scores revealed that 25 of the 37 subjects (67.57%) were at least 1.5 standard deviations below the mean and 14 of the 37 (37.84%) were at least 2.0 standard deviations below the mean on one or both of the measures. Follow-up data collected one year later on 36 of the 37 at-risk students revealed that 27 (75%) had been referred for special education evaluation. Fourteen of those referred were verified as language impaired and/or learning disabled and one subject was verified as other health impaired (ADHD); six subjects did not qualify for services and, for the remaining six, the evaluation process was not yet complete. Of the 37 age-matched peers, two (5.41 %) had been referred for evaluation; one did not qualify for services and the other was verified as articulation impaired. Implications for using checklists to facilitate early teacher referral are discussed. [ABSTRACT FROM PUBLISHER]