The following is the December 2016 issue of research reviews for pediatric and school-based SLPs, written by Meredith Harold, PhD, CCC-SLP. Each month, Dr. Harold accesses the top 50 research journals in the field as determined by the Thompson-Reuters Impact Factor (for Linguistics & Education), SCImago (for Speech & Hearing), and h5-index (for Audiology & Speech-Language Pathology). Then, articles that are (a) relevant to pediatric and school-based SLPs’ daily practice, and (b) draw from strong evidence, are included in the monthly review. The research reviews summarize the most important clinical findings, then indicate additional resources to be found in the full article. These reviews are meant to be brief, informative, and—most importantly—keep you up-to-date on evidence-based practice.
Research Watch Report, Issue 1
April 14, 2017
Share:
Related Courses
1
https://www.speechpathology.com/slp-ceus/course/20q-dynamics-school-based-speech-10002
20Q: Dynamics of School-Based Speech and Language Therapy Variables
This course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.
textual, visual
20Q: Dynamics of School-Based Speech and Language Therapy Variables
Presented by Kelly Farquharson, PhD, CCC-SLP, Anne Reed, MS, CCC-SLP
Course: #10002Level: Advanced1 Hour
AG Bell - LSLS/1.0 Domain 3, Domain 7, CE-SPC-21-3322; ASHA/0.1 Advanced, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.
2
https://www.speechpathology.com/slp-ceus/course/20q-english-learners-and-developmental-10266
20Q: English Learners and Developmental Language Disorder - ​Strategies to Develop Academic Vocabulary Skills
This course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.
textual, visual
20Q: English Learners and Developmental Language Disorder - ​Strategies to Develop Academic Vocabulary Skills
Presented by Celeste Roseberry-McKibbin, PhD, CCC-SLP, F-ASHA
Course: #10266Level: Intermediate1 Hour
ASHA/0.1 Intermediate, Professional; IACET/0.1; Kansas LTS-S1370/1.0; SAC/1.0
This course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.
3
https://www.speechpathology.com/slp-ceus/course/to-write-smarter-iep-goals-6683
How to Write SMARTER IEP Goals: Strategies for SLPs
The acronym S.M.A.R.T.E.R. can be used as a mnemonic to assist SLPs with writing Individualized Education Program (IEP) goals that align with federal and state mandates. This course explores the following concepts of the mnemonic: Specific, Measurable, Attainable within a year, Research-based, Teachable with cues and strategies, Evaluated and communicated to parents, and Relevant to common core or state standards. Examples of SMARTER IEP goals will be provided in the course to demonstrate how to use the mnemonic for best practices.
auditory, textual, visual
How to Write SMARTER IEP Goals: Strategies for SLPs
Presented by Kelly Ott, M.Ed, MHS, CCC-SLP, Lara L. Wakefield, PhD, CCC-SLP
Course: #6683Level: Intermediate1 Hour
AG Bell - LSLS/1.0 Domain 8, CE-SPC-18-322; ASHA/0.1 Intermediate, Professional; IBCCES/1.0; Kansas LTS-S1370/1.0; SAC/1.0
The acronym S.M.A.R.T.E.R. can be used as a mnemonic to assist SLPs with writing Individualized Education Program (IEP) goals that align with federal and state mandates. This course explores the following concepts of the mnemonic: Specific, Measurable, Attainable within a year, Research-based, Teachable with cues and strategies, Evaluated and communicated to parents, and Relevant to common core or state standards. Examples of SMARTER IEP goals will be provided in the course to demonstrate how to use the mnemonic for best practices.
4
https://www.speechpathology.com/slp-ceus/course/supporting-children-poverty-special-considerations-8735
Supporting Children of Poverty: Special Considerations for the School-Based SLP
This course will provide SLPs with a critically important view of how and why poverty has a tremendous impact on both language learning and academic success. Key strategies for working with school teams and conducting therapy will also be shared.
auditory, textual, visual
Supporting Children of Poverty: Special Considerations for the School-Based SLP
Presented by Angie Neal, MS, CCC-SLP
Course: #8735Level: Introductory1 Hour
AG Bell - LSLS/1.0 Domain 8, Domain 9, CE-SPC-18-322; ASHA/0.1 Introductory, Professional; IACET/0.1; IBCCES/1.0; Kansas LTS-S1370/1.0; SAC/1.0
This course will provide SLPs with a critically important view of how and why poverty has a tremendous impact on both language learning and academic success. Key strategies for working with school teams and conducting therapy will also be shared.
5
https://www.speechpathology.com/slp-ceus/course/relationships-between-language-and-executive-8998
Relationships between Language and Executive Functions: Planning and Regulating
This is Part 2 of a two-part series. This course will detail the relationship between language and executive functions (EFs), and the nature of EF deficits in children with language disorders. The use of inner speech and self-talk to regulate behaviors and efforts, and the use of complex syntax as a tool to reason, plan, predict, and solve will be discussed. Additionally, the course will describe the use of hands-on problem solving, Socratic questions, and discovery learning to elicit language-based EFs. (Part 1: Course 8993)
auditory, textual, visual
Relationships between Language and Executive Functions: Planning and Regulating
Presented by Jill K. Fahy, MA, CCC-SLP
Course: #8998Level: Intermediate1.5 Hours
AG Bell - LSLS/1.5 Domain 3, Domain 4, CE-SPC-19-3220; ASHA/0.15 Intermediate, Professional; IACET/0.2; IBCCES/1.5; Kansas LTS-S1370/1.5; SAC/1.5
This is Part 2 of a two-part series. This course will detail the relationship between language and executive functions (EFs), and the nature of EF deficits in children with language disorders. The use of inner speech and self-talk to regulate behaviors and efforts, and the use of complex syntax as a tool to reason, plan, predict, and solve will be discussed. Additionally, the course will describe the use of hands-on problem solving, Socratic questions, and discovery learning to elicit language-based EFs. (Part 1: Course 8993)