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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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Rare Vocabulary Production in School-Age Narrators From Low-Income Communities (2021)

January 16, 2022 by Megan Berg.
This study was designed as a “supplement” to a previous study by Mills and Fox (2016). Participants included a total number of 76 participants (40 girls, 36 boys), aged 7-11, from diverse backgrounds. None of the participants had ever received special education services. Graduate student clinicians and licensed speech-language pathologists administered the Peabody Picture Vocabulary […]
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Language Development From Early Childhood to Adolescence in Youths With Fragile X Syndrome (2020)

January 16, 2022 by Megan Berg.
Participants/Methods/Design: This study consisted of 55 subjects with a diagnosis of FXS, and their mothers, with data retrieved throughout childhood (from toddler to adolescent age; data collected every 18 months). Almost all (43) of the original participants were still involved in the study during adolescence. The age range for initial observations and data collection in […]
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Working Memory and Linguistic Performance of Dual Language Learners With and Without Developmental Language Disorders (2020)

January 16, 2022 by Megan Berg.
Participants/Methods/Design: “In this research note, the authors report an exploratory analysis from a data set that includes information gathered from earlier studies and data not previously reported,” (p. 1302). A total of 130 preschool aged children participated in this study. The participants had to have normal hearing, no underlying neurological conditions, and no significant phonological […]
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Secondary Analysis of Reading-Based Activities Utilizing a Scripted Language Approach: Evaluating Interactions Between Students With Autism and Their Interventionists (2020)

January 16, 2022 by Megan Berg.
Participants/Methods/Design: Through local recruitment procedures, this research study included a total of 20 students (17 boys; 3 girls; age range of 7-11 years) who had a diagnosis of ASD. Subjects were excluded if there was a significant medical diagnosis that prevented consistent attendance from school, or if there was a diagnosis of severe motor delay […]
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