Purpose: Print knowledge is a powerful predictor of later reading abilities, which are crucial to children's academic success. Children with speech sound disorders (SSDs) are at risk for literacy difficulties. Speech sound therapy is an opportune time to address not only speech sound production but also the connections between speech sounds and…

This tutorial offers speech-language pathologists (SLPs) an opportunity to consider the theoretical constructs of language acquisition theory and the multifactorial determinants that can impinge on the language acquisition process for children with complex communication needs. The system of constraints observed through the lens of optimality…

Purpose: The purposes of this tutorial are to (a) summarize the relationships between vocabulary and reading, in order to provide a justification for including vocabulary as part of literacy instruction and intervention; (b) outline ways to identify children with vocabulary deficits; (c) provide an overview of treatment for vocabulary…

Purpose: The purpose of this study was to investigate the effects of a vocabulary intervention delivered by teachers collaborating with speech-language pathologists (SLPs) in the classroom as compared with teachers in a noncollaborating condition. Method: This quasi-experimental study employed a collaboration treatment condition (n = 2…

This preliminary study examined the relationship between clinicians' perceptions (i.e., speech pathologists) of children's scores on the Assertiveness scale of the Teacher-Child Rating Scale 2.1 and gains in naming and defining words following English-only or Spanish--English intervention for emergent bilinguals (EBs). Twenty-eight…

Matching related stimuli is a foundational skill upon which a wide variety of critical repertoires are constructed. For learners with complex communication needs, including many children with autism, learned relations between pictorial stimuli and their referents are the basis for communication (Andzik et al., 2017; Crowe et al., 2021).…

This study examined the effects of practice-based coaching with scripted supports designed to support paraeducators and speech-language pathology assistants (SLP-As) as they implement evidence-based shared book reading strategies with preschoolers with language delays. A single-case, multiple baseline across behaviors was employed. Five U.S.…

Purpose: The aim of this study was to extract key learning from intervention studies in which qualitative aspects of dosage, "dose form," have been examined for children with developmental language disorder (DLD)--in vocabulary, morphosyntax, and phonology domains. This research paper emerged from a pair of systematic reviews, aiming to…

Children with language disorder frequently experience difficulties with vocabulary acquisition, and these difficulties often persist into adolescence. The literature indicates that clinical studies tend to investigate phonological-semantic approaches, whereas educational studies focus on the derivation of meaning within a literacy context. Little…

This study examined the effects of practice-based coaching with scripted supports designed to support paraeducators and speech-language pathology assistants (SLP-As) as they implement evidence-based shared book reading strategies with preschoolers with language delays. A single-case, multiple baseline across behaviors was employed. Five educators…

Purpose: The aim of this study was to describe and explain changes in severity of speech sound disorder (SSD) and token-to-token inconsistency in children with high levels of inconsistency. Method: Thirty-nine children (aged 4;6-7;11 [years;months]) with SSDs and high levels of token-to-token inconsistency were assessed every 6 months for 2 years…

The present study examined adults' understanding of children's early word learning. Undergraduates, non-parents, parents, and Speech-Language Pathologists (N = 535, 74% female, 56% White) completed a survey with 11 word learning principles from the perspective of a preschooler. Questions tested key principles from early word learning research. For…

This study documented the perspectives of school-based speech-language pathologists (SLPs) who provide vocabulary intervention to students with language impairment. SLPs (n = 357) working in school settings completed an online survey that included multiple choice, multiple answer, and open-ended questions about service delivery, intervention…

Purpose: Due to the COVID-19 pandemic, millions of school-age children with language impairment (LI) and their speech-language pathologists (SLPs) relied on telepractice service delivery models. Unfortunately, the dearth of evidence and procedural guidance available to SLPs has made this transition challenging at best. Method: The current study…

Purpose: This tutorial is designed for speech-language pathologists who supervise speech-language pathology assistants (SLP-As) and/ or paraeducators. SLP-As and paraeducators often support young children with disabilities within early childhood settings, but do not always have access to professional development to learn and/or enhance their skill…