Archives

A Call into the Wild: How Therapy Can and Should Move Outdoors

January 19, 2022 by Megan Berg.
This course will make the case for implementing traditional evidence-based language therapies within the context of nature. Reviewing his own experience developing nature-based intervention and translating nature-based pedagogy into speech-language pathology, the presenter provides recommendations for clinicians and researchers for bringing children and families we serve outdoors.
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Neonatal Abstinence Syndrome: Strategies and Supports in Birth-10yo

January 19, 2022 by Megan Berg.
This course will explore the presentation of NAS in newborns all the way to school age. From feeding issues that arise soon after birth, to language delays in toddlerhood, and then behavioral challenges in a structured school setting, this population is frequently seen on a speech-language pathologist’s caseload. This course provides immediately applicable ideas and […]
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Supporting Executive Functioning Skills and Self-Advocacy in Speech Therapy

January 18, 2022 by Megan Berg.
This course will explore ways to engage students in development of self awareness related to personal executive functioning strengths and challenges in order to effect lasting therapeutic impact. Executive functioning strategies, creation of a strategy portfolio, a template for a self advocacy letter to teachers/employers, example goals and objectives, and a resource list will be […]
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Interventions Designed to Improve Narrative Language in School-Age Children: A Systematic Review With Meta-Analyses (2021)

January 16, 2022 by Megan Berg.
A child’s use of narrative language can indicate future academic and social success, which is why narrative language interventions are so important in the field of speech-language pathology. Narrative language refers to the ability to tell or retell a story, including use of grammar and narrative components (e.g., setting, characters, problem, solution). This review paper […]
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Using Nonword Repetition to Identify Language Impairment in Bilingual Children: A Meta-Analysis of Diagnostic Accuracy (2021)

January 16, 2022 by Megan Berg.
Many research articles support the use of nonword repetition tasks in the identification of language impairment (LI), but few explore its utilization with bilingual children. This meta-analysis explores the diagnostic accuracy of nonword repetition in the identification of LI in bilingual children, including a total of 13 related studies. During a non-word repetition task, a […]
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Hybrid Telepractice Delivery of Enhanced Milieu Teaching: Effects on Caregiver Implementation and Child Communication (2021)

January 16, 2022 by Megan Berg.
Telepractice has been a hot topic lately in the field of speech pathology. The hybrid model, combining in-person and teletherapy, has grown in popularity, especially when delivering interventions that involve coaching. This study investigates the efficacy of a hybrid telepractice approach in Enhanced Milieu Teaching. Enhanced Milieu Teaching (EMT) is a caregiver-implemented intervention for children […]
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Vocabulary Acquisition and Usage for Late Talkers Treatment: Effect on Expressive Vocabulary and Phonology (2021)

January 16, 2022 by Megan Berg.
In-depth breakdown (300-400 words): This study examined the expressive language and phonological development of three “late talking” children between 21- 25 months of age. The children participated in two 30-minute sessions of VAULT treatment with a team of four trained speech-language pathologists over the course of 8 weeks. VAULT treatment is an input-based program, focused […]
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Morphological Errors in Spanish-Speaking Bilingual Children With and Without Developmental Language Disorders (2021)

January 16, 2022 by Megan Berg.
This study included English-Spanish speaking children with and without DLD (33 children per group; ages 4-6). Participants were selected by meeting the following criteria: “a qualifying score on the Morphosyntax subtest of the Bilingual English-Spanish Assessment” and “a percentage of grammatical utterances below 80% in both Spanish and English (p. 501). The subjects were also […]
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The Production of Complex Syntax in Spontaneous Language by 4-Year-Old Children With Hearing Loss (2021)

January 16, 2022 by Megan Berg.
It is known from previous research that morphosyntactic skills are impaired in children with hearing loss (p. 609); however, there is limited research on complex syntax production with this population. The authors posed the following research questions to add to this area of study: Do children with hearing loss differ from age-matched and/or language-matched children […]
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Comparative Effects of Picture Symbol With Paired Text and Text-Only Augmentative and Alternative Communication Representations on Communication From Children With Autism Spectrum Disorder (2021)

January 16, 2022 by Megan Berg.
The author used a very small sample size with a total of four students, who were all male, and attended elementary school in self-contained special education classrooms. The study required that the students have a formal diagnosis of Autism Spectrum Disorder with minimal functional speech, be able to isolate their finger to point to images […]
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