Language Speech and Hearing Services in Schools

Papers
(The TQCC of Language Speech and Hearing Services in Schools is 6. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-05-01 to 2024-05-01.)
ArticleCitations
How We Fail Children With Developmental Language Disorder107
Narrative Intervention: Principles to Practice39
A Tool for Differential Diagnosis of Childhood Apraxia of Speech and Dysarthria in Children: A Tutorial22
The Influence of Quantitative Intervention Dosage on Oral Language Outcomes for Children With Developmental Language Disorder: A Systematic Review and Narrative Synthesis21
Language Sample Analysis in Clinical Practice: Speech-Language Pathologists' Barriers, Facilitators, and Needs20
Can Dynamic Assessment Identify Language Disorder in Multilingual Children? Clinical Applications From a Systematic Review19
Natural Language Input: Maternal Education, Socioeconomic Deprivation, and Language Outcomes in Typically Developing Children18
Identification of Gaps in Training, Research, and School-Based Practice: A Survey of School-Based Speech-Language Pathologists18
The Advantages of Retrieval-Based and Spaced Practice: Implications for Word Learning in Clinical and Educational Contexts17
A New Memory Perspective on the Sentence Comprehension Deficits of School-Age Children With Developmental Language Disorder: Implications for Theory, Assessment, and Intervention17
Speech-Language Pathology Services in the Schools: A Follow-Up 9 Years Later17
The Challenge of Rich Vocabulary Instruction for Children With Developmental Language Disorder16
Reading Comprehension in School-Age Children With Autism Spectrum Disorder: Examining the Many Components That May Contribute16
School-Based Speech-Language Pathologists: Confidence in Augmentative and Alternative Communication Assessment15
Transitioning Speech-Language Assessment to a Virtual Environment: Lessons Learned From the ELLA Study14
Educational Challenges During the Pandemic for Students Who Have Hearing Loss14
Improving Automatic IPSyn Coding14
Morphological Supports: Investigating Differences in How Morphological Knowledge Supports Reading Comprehension for Middle School Students With Limited Reading Vocabulary14
Community-Based Hearing and Vision Screening in Schools in Low-Income Communities Using Mobile Health Technologies14
Children With Cortical Visual Impairment and Complex Communication Needs: Identifying Gaps Between Needs and Current Practice14
The Importance of Morphological Awareness in Bilingual Language and Literacy Skills: Clinical Implications for Speech-Language Pathologists14
Interventions Designed to Improve Narrative Language in School-Age Children: A Systematic Review With Meta-Analyses12
Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial12
Capturing the Nature of the Spelling Errors in Developmental Language Disorder: A Scoping Review12
Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers12
Social Media and Internet Use Patterns by Adolescents With Complex Communication Needs12
Morphological Errors in Spanish-Speaking Bilingual Children With and Without Developmental Language Disorders12
The Cultural and Diagnostic Appropriateness of Standardized Assessments for Dual Language Learners: A Focus on Jamaican Preschoolers12
A Systematic Review of Academic Discourse Interventions for School-Aged Children With Language-Related Learning Disabilities11
Preparedness, Training, and Support for Augmentative and Alternative Communication Telepractice During the COVID-19 Pandemic11
Tutorial: Motor-Based Treatment Strategies for /r/ Distortions11
What Influences Speech-Language Pathologists' Use of Different Types of Language Assessments for Elementary School–Age Children?11
The Promise of Comprehensive Early Reading Instruction for Children With Autism and Recommendations for Future Directions11
Holistic Communication Assessment for Young Children With Cleft Palate Using the International Classification of Functioning, Disability and Health:Children and Youth11
A Critical Analysis of Standardized Testing in Speech and Language Therapy11
Toward Neurodiversity: How Conversation Analysis Can Contribute to a New Approach to Social Communication Assessment11
Teaching Preschoolers With Autism to Use Different Speech-Generating Device Display Formats During Play: Intervention and Secondary Factors11
Speech-Language Pathologist Involvement in Multi-Tiered System of Supports Questionnaire: Advances in Interprofessional Practice10
Using Free Computer-Assisted Language Sample Analysis to Evaluate and Set Treatment Goals for Children Who Speak African American English10
Individualized Narrative Intervention for School-Age Children With Specific Language Impairment10
School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter10
The Narrative Competence of Bilingual Jamaican Creole– and English-Speaking Preschoolers10
Collecting Words: A Clinical Example of a Morphology-Focused Orthographic Intervention10
Implementing Dialogic Reading Intervention Through Community-Based Participatory Research: A Tutorial10
Vocabulary Gains in Bilingual Narrative Intervention10
Drawing Talking: Listening to Children With Speech Sound Disorders9
Validity of the Multiple Auditory Processing Assessment–2: A Test of Auditory Processing Disorder9
Providing Telepractice in Schools During a Pandemic: The Experiences and Perspectives of Speech-Language Pathologists9
Stuttering Practice Self-Assessment by School Speech-Language Practitioners9
Evaluating the Equivalence of Telepractice and Traditional Administration of the Test of Integrated Language and Literacy Skills9
From a Distance: Comparison of In-Person and Virtual Assessments With Adult–Child Dyads From Linguistically Diverse Backgrounds9
Revisiting Reliability: Using Sampling Utterances and Grammatical Analysis Revised (SUGAR) to Compare 25- and 50-Utterance Language Samples9
Telepractice Treatment of Residual Rhotic Errors Using App-Based Biofeedback: A Pilot Study9
Syntactic Complexity Across Language Sampling Contexts in School-Age Children, Ages 8–11 Years9
Morphological Knowledge: Opportunities for Collaboration Through Multitiered System of Supports9
A Meta-Analysis of Phonemic Awareness Instruction Provided to Children Suspected of Having a Reading Disability9
Teachers' Content Knowledge and Pedagogical Beliefs Regarding the Use of African American English8
The Bilingual Language Diversity of Latino Preschoolers: A Latent Profile Analysis8
Less Is More: Implementing the Minimal Intervention Needed for Change Approach to Increase Contextual Fit of Speech-Language Interventions8
Integrating Morphological Awareness in a Multilinguistic Structured Literacy Approach to Improve Literacy in Adolescents With Reading and/or Language Disorders8
Autobiographical Memory in Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder, Hearing Loss, and Childhood Trauma: Implications for Social Communication Intervention8
Concealing Stuttering at School: “When You Can't Fix It…the Only Alternative Is to Hide It”8
Profiling Bilingual Children: Using Monolingual Assessment to Inform Diagnosis8
Language Use and Development in Third-Person Singular Contexts: Assessment Implications8
Philosophy for Adolescents:Using Fables to Support Critical Thinking and Advanced Language Skills8
Speech-Language Pathologist Reading Survey: Scope of Practice, Training, Caseloads, and Confidence8
Measuring Speech Production Development in Children With Cerebral Palsy Between 6 and 8 Years of Age: Relationships Among Measures8
Comparing Vocabulary Knowledge Conceptualizations Among Spanish–English Dual Language Learners in a New Destination State8
SuperSpeech: Multilingual Speech and Language Maintenance Intervention for Vietnamese–Australian Children and Families via Telepractice8
Treating Childhood Speech Sound Disorders: Current Approaches to Management by Australian Speech-Language Pathologists7
Teachers’ Use of Scaffolds Within Conversations During Shared Book Reading7
Classroom Listening Experiences of Students Who Are Deaf or Hard of Hearing Using Listening Inventory For Education–Revised7
Experiences and Perceptions of School-Based Speech-Language Pathologists Related to Literacy: Results From a National Survey7
A Systematic Review of Research on Augmentative and Alternative Communication Interventions for Children Aged 6–10 in the Last Decade7
Resisting Ableism in School-Based Speech-Language Therapy: An Invitation to Change7
Optimizing Outcomes for Children With Phonological Impairment: A Systematic Search and Review of Outcome and Experience Measures Reported in Intervention Research7
Online Administration of the Test of Narrative Language–Second Edition: Psychometrics and Considerations for Remote Assessment7
Volume and Verve: Understanding Correction/Behavioral Warnings in Teacher–Child Classroom Interactions Involving an African American Kindergarten Student7
Disparate Oral and Written Language Abilities in Adolescents With Cochlear Implants: Evidence From Narrative Samples7
Listening to a Dysphonic Speaker in Noise May Impede Children's Spoken Language Processing in a Realistic Classroom Setting7
Social Communication and Structural Language of Girls With High-Functioning Autism Spectrum Disorder7
Building Comprehension Skills of Young Children With Autism One Storybook at a Time7
Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement7
The Effects of a Multitiered System of Language Support on Kindergarten Oral and Written Language: A Large-Scale Randomized Controlled Trial7
A Survey of Speech-Language Pathologists' and Teachers' Perceptions of Collaborative Service Delivery6
Is Phonological Awareness Related to Pitch, Rhythm, and Speech-in-Noise Discrimination in Young Children?6
Sampling Utterances and Grammatical Analysis Revised (SUGAR): Quantitative Values for Language Sample Analysis Measures in 7- to 11-Year-Old Children6
Using Parallel, Narrative-Based Measures to Examine the Relationship Between Listening and Reading Comprehension: A Pilot Study6
Examining the Associations Between Parent Concerns and School-Age Children's Language and Reading Abilities: A Comparison of Samples Recruited for In-School Versus Online Participation6
Norm-Referenced Language Test Selection Practices for Elementary School Children With Suspected Developmental Language Disorder6
Teachers and Language Outcomes of Young Bilinguals: A Scoping Review6
Promotion of Communication Access, Choice, and Agency for Autistic Students6
It Takes a Community: How Environmental Systems Construct (In)Competence in Autistic Peer Interactions6
Perceptions of Black Children's Narrative Language: A Mixed-Methods Study6
Rare Vocabulary Production in School-Age Narrators From Low-Income Communities6
Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders6
Examining the Role of Language in Play Among Children With and Without Developmental Disabilities6
Feasibility of Assessing Expressive and Receptive Vocabulary via Telepractice for Early Elementary-Age Children With Language Impairment6
Measurement Properties of Mean Length of Utterance in School-Age Children6
Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children With (Developmental) Language Disorder6
Exploring Early Childhood Language Environments: A Comparison of Language Use, Exposure, and Interactions in the Home and Childcare Settings6
Reading Skills in Children With Suspected Childhood Apraxia of Speech and Children With Reading Disorders: Same or Different?6
Investigating Adolescent Discourse in Critical Thinking: Monologic Responses to Stories Containing a Moral Dilemma6
Communication Profile of a Minimally Verbal School-Age Autistic Child: A Case Study6
A Questionnaire Survey About Support Requests From School-Age Children and Adolescents Who Stutter6
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