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Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools
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| Zeitschriftentitel: | Journal of Speech, Language, and Hearing Research |
|---|---|
| Personen und Körperschaften: | , , , |
| In: | Journal of Speech, Language, and Hearing Research, 60, 2017, 6, S. 1590-1605 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
American Speech Language Hearing Association
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| Schlagwörter: |
| author_facet |
Justice, Laura M. Jiang, Hui Logan, Jessica A. Schmitt, Mary Beth Justice, Laura M. Jiang, Hui Logan, Jessica A. Schmitt, Mary Beth |
|---|---|
| author |
Justice, Laura M. Jiang, Hui Logan, Jessica A. Schmitt, Mary Beth |
| spellingShingle |
Justice, Laura M. Jiang, Hui Logan, Jessica A. Schmitt, Mary Beth Journal of Speech, Language, and Hearing Research Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools Speech and Hearing Linguistics and Language Language and Linguistics |
| author_sort |
justice, laura m. |
| spelling |
Justice, Laura M. Jiang, Hui Logan, Jessica A. Schmitt, Mary Beth 1092-4388 1558-9102 American Speech Language Hearing Association Speech and Hearing Linguistics and Language Language and Linguistics http://dx.doi.org/10.1044/2016_jslhr-l-16-0026 <jats:sec> <jats:title>Purpose</jats:title> <jats:p>This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools.</jats:p> </jats:sec> <jats:sec> <jats:title>Method</jats:title> <jats:p>The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled “Speech-Therapy Experiences in the Public Schools.” Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest.</jats:p> </jats:sec> <jats:sec> <jats:title>Results</jats:title> <jats:p>Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains.</jats:p> </jats:sec> <jats:sec> <jats:title>Conclusions</jats:title> <jats:p>This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.</jats:p> </jats:sec> Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools Journal of Speech, Language, and Hearing Research |
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| title |
Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools |
| title_unstemmed |
Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools |
| title_full |
Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools |
| title_fullStr |
Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools |
| title_full_unstemmed |
Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools |
| title_short |
Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools |
| title_sort |
predictors of language gains among school-age children with language impairment in the public schools |
| topic |
Speech and Hearing Linguistics and Language Language and Linguistics |
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http://dx.doi.org/10.1044/2016_jslhr-l-16-0026 |
| publishDate |
2017 |
| physical |
1590-1605 |
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<jats:sec>
<jats:title>Purpose</jats:title>
<jats:p>This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools.</jats:p>
</jats:sec>
<jats:sec>
<jats:title>Method</jats:title>
<jats:p>The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled “Speech-Therapy Experiences in the Public Schools.” Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest.</jats:p>
</jats:sec>
<jats:sec>
<jats:title>Results</jats:title>
<jats:p>Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains.</jats:p>
</jats:sec>
<jats:sec>
<jats:title>Conclusions</jats:title>
<jats:p>This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.</jats:p>
</jats:sec> |
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| author | Justice, Laura M., Jiang, Hui, Logan, Jessica A., Schmitt, Mary Beth |
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| description | <jats:sec> <jats:title>Purpose</jats:title> <jats:p>This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools.</jats:p> </jats:sec> <jats:sec> <jats:title>Method</jats:title> <jats:p>The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled “Speech-Therapy Experiences in the Public Schools.” Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest.</jats:p> </jats:sec> <jats:sec> <jats:title>Results</jats:title> <jats:p>Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains.</jats:p> </jats:sec> <jats:sec> <jats:title>Conclusions</jats:title> <jats:p>This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.</jats:p> </jats:sec> |
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| spelling | Justice, Laura M. Jiang, Hui Logan, Jessica A. Schmitt, Mary Beth 1092-4388 1558-9102 American Speech Language Hearing Association Speech and Hearing Linguistics and Language Language and Linguistics http://dx.doi.org/10.1044/2016_jslhr-l-16-0026 <jats:sec> <jats:title>Purpose</jats:title> <jats:p>This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools.</jats:p> </jats:sec> <jats:sec> <jats:title>Method</jats:title> <jats:p>The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled “Speech-Therapy Experiences in the Public Schools.” Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest.</jats:p> </jats:sec> <jats:sec> <jats:title>Results</jats:title> <jats:p>Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains.</jats:p> </jats:sec> <jats:sec> <jats:title>Conclusions</jats:title> <jats:p>This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.</jats:p> </jats:sec> Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools Journal of Speech, Language, and Hearing Research |
| spellingShingle | Justice, Laura M., Jiang, Hui, Logan, Jessica A., Schmitt, Mary Beth, Journal of Speech, Language, and Hearing Research, Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools, Speech and Hearing, Linguistics and Language, Language and Linguistics |
| title | Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools |
| title_full | Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools |
| title_fullStr | Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools |
| title_full_unstemmed | Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools |
| title_short | Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools |
| title_sort | predictors of language gains among school-age children with language impairment in the public schools |
| title_unstemmed | Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools |
| topic | Speech and Hearing, Linguistics and Language, Language and Linguistics |
| url | http://dx.doi.org/10.1044/2016_jslhr-l-16-0026 |