This study investigated the classification accuracy of the Dynamic Indicators of Vocabulary Skills (DIVS) as a preschool vocabulary screening measure. With a sample of 240 preschoolers, fall and winter DIVS scores were used to predict year-end vocabulary risk using the 25th percentile on the Peabody Picture Vocabulary Test–Third Edition (PPVT-III) to denote risk status. Results indicated that DIVS Picture Naming Fluency (PNF) and Reverse Definition Fluency (RDF) demonstrated very good accuracy in classifying students according to year-end vocabulary risk status. The DIVS measures also demonstrated stronger accuracy than demographic characteristics known to be indicators of vocabulary difficulties (socioeconomic status, English learner [EL] status, and sex). Combining PNF and RDF did not result in sufficient improvement in accuracy to justify administering both measures as opposed to just one. Further examination of predictive probability values revealed the potential for DIVS measures to improve the precision of vocabulary risk identification over considering EL status alone. Overall, results supported the use of the DIVS as a brief and inexpensive tool for preschool vocabulary screening.
Marcotte, Amanda M., Clemens, Nathan H., Parker, Christopher, and Whitcomb, Sara A. (2016). Examining the Classification Accuracy of a Vocabulary Screening Measure With Preschool Children. Assessment for Effective Intervention, 41, 230-242
The U.S. Patent Application Publication (June 30, 2016) for this device can be found online at http://http://www.freepatentsonline.com/20160183868.pdf
This is a "pre-therapy" workbook for staff working in educational, rehabilitation and mental health programs that serve deaf and hearing people who have language and learning challenges. This work emerges out of a new clinical specialty called Deaf mental health care. The workbook focus is preparing deaf and hearing persons with language and learning challenges for cognitive behavior therapy.
Glickman, Neil S. (2017). Preparing Deaf and Hearing Persons with Language and Learning Challenges for CBT. New York: Routledge
Many students with a history of speech or language impairment have an elevated risk of reading difficulty. Specific subgroups of these students remain at risk of reading problems even after clinical manifestations of a speech or language disorder have diminished. These students may require reading intervention within a general education system of supports and services. The first part of this article describes three speech-language disorders that place elementary students at risk of reading problems: functional speech disorders, childhood apraxia of speech, and specific language impairment. Emphasis is given to research findings on the reading outcomes of students with these disorders. The second part of the article provides recommendations within an RTI framework that will assist Student Support Teams in identifying, monitoring, and supporting these students.
Sipoli, Richard P. & Merritt, Donna D. (2016). Risk of reading difficulty among students with a history of speech or language impairment: Implications for Student Support Teams. DOI:10.1080/1045988X.2016.1202180
This study explores the effectiveness of reducing college students’ public speaking anxiety by combining advanced psychotherapies with skill-training-based speech instruction. Three prevalent psychotherapies are applied into public speaking class: acceptance and commitment therapy, exposure therapy and abdominal breathing and muscle relaxation method. Students’ anxiety level is recorded and compared before and after psychotherapy interference. The author suggests results prove that students’ speaking anxiety is reduced dramatically after this combined instruction which is then considered an effective way of reducing college students’ English public speaking anxiety.
Chen, L. h. (2016). Reducing Public Speaking Anxiety Via Combining Psychotherapies With Speech Instruction. Cross-Cultural Communication, 12, 22-26. DOI: http://dx.doi.org/10.3968/8534
The authors of this paper seek to consider how reflective practice is relevant to contemporary speech-language pathology practice. Drawing on comprehensive and diverse theoretical literature, it is suggested that reflective practice is a framework worthy of consideration because of its potential to: (1) foster the generation of knowledge from practice, (2) balance and contextualize science with patient care, (3) facilitate the integration of theory and practice, (4) link evidence-based practice with clinical expertise, and (5) contribute to the cultivation of ethical practice.
Caty, Marie-Eve, Kinsella, Elizabeth, and Doyle, Philip C. (2016). Reflective Practice in Speech-Language Pathology – Relevance for Practice and Education. Canadian Journal of Speech-Language Pathology and Audiology http://cjslpa.ca/files/2016_CJSLPA_Vol_40/No_01/CJSLPA_Vol_40_No_1_2016_1-104.pdf#page=85