Observational studyAmerican journal of speech-language pathology2022
Teacher Educational Decision Making for Children With Specific Language Impairment.
Observational study in American journal of speech-language pathology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The trial behind it
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Who cites it
4 citing papers in PubMed.
- Enhancing Early Language Disorder Detection in Preschools: Evaluation and Future Directions for the Gades Platform.JMIR human factors · 2025Article
- Abilities and Disabilities Among Children With Developmental Language Disorder.Language, speech, and hearing services in schools · 2023Article
- Speech/Language Impairment or Specific Learning Disability? Examining the Usage of Educational Categories.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Interpretation and Use of Standardized Language Assessments for Diverse School-Age Individuals.Perspectives of the ASHA special interest groups · 2022Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
purposeChildren with specific language impairment (SLI) are underidentified, despite a robust literature on their language abilities and a clinical grammar marker. Adlof and Hogan (2019) call for school systems to assess oral language and provide supports through response to intervention (RTI), with the aim of identifying and supporting children with SLI and other language impairments. However, it is unknown how teachers make educational decisions for children with SLI.
methodA web-based survey was distributed to public school teachers nationwide (
resultsTeachers were likely to identify that the children in the vignettes needed language for classroom success and to indicate that they would provide in-class intervention. However, teachers were unlikely to recommend speech-language pathology services. These outcomes were mostly consistent across all child characteristics and teacher characteristics.
conclusionsFindings show that teachers were sensitive to the language-based needs of children with SLI and elected to provide in-class intervention. Future work is needed to understand how workplace characteristics, including opportunities for interprofessional collaboration, and the heterogeneity of children with SLI, inform teacher educational decision making.
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Registered trials
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