LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS学校中的语言、言语与听力服务
LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS(英文缩写 LANG SPEECH HEAR SER),ISSN 0161-1461,eISSN 1558-9129,中文译名:学校中的语言、言语与听力服务 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-10-01 至 2026-09-30，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 2.215 | Q1 |
| 2022 | 2.400 | Q1 |
| 2023 | 2.200 | Q1 |
| 2024 | 2.900 | Q1 |
| 2025 | 3.000 | Q1 |
LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS 最新收录文献
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1. Introduction to the Forum: Global Assessment of Narratives.
PMID:日期:2026-10-02This article introduces the Forum: Global Assessment of Narratives, which brings together contributions highlighting two freely accessible narrative assessment tools developed for international and cross-linguistic use: Global TALES (Talking About Lived Experiences in Stories) for eliciting personal narratives, and LITMUS-MAIN (Language Impairment Testing in Multilingual Settings-Multilingual Assessment Instrument for Narratives) for eliciting fictional narratives. It summarizes how narrative-based approaches can enrich and enhance existing assessment practices and argues that narratives are an integral part of clinical assessment, as they allow for in-depth, multidimensional evaluation of an individual's spoken language skills. We first provide a rationale for considering both personal narrative and fictional narrative assessment in clinical practice. Then, we outline the development of Global TALES and MAIN, including progress made in recent years. We end with a summary of the six articles in this forum, highlighting their clinical implications. In a world of increasing global mobility, speech-language clinicians need reliable, ecologically valid, and culturally and linguistically appropriate assessment tools. This forum is designed to benefit clinicians and researchers by presenting a novel perspective on narratives, framed through two narrative genres. The approaches described are theoretically grounded, ecologically valid (not perceived as a test), precise, and well accepted by children worldwide. By bringing these tools to the clinical community, we hope to promote more effective and precise evaluation of children's narrative skills in our contemporary time shaped by technological, social, and demographic transformation.
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2. Assessment of Personal Narrative Skills in Children Aged 4-18 Years: A Systematic Review.
PMID:日期:2026-10-02Assessment of children's personal narratives offers important insights into their functional language abilities. This systematic review identifies current assessment and analysis practices for evaluating the personal event narratives of school-age children and provides a comprehensive overview to guide future research and clinical application. The review was registered with PROSPERO (CRD42022345679) and followed PRISMA 2020 guidelines. Electronic databases (CINAHL, ERIC, MEDLINE, PsycINFO, SCOPUS, and ProQuest Dissertations & Theses Global) were searched in August 2022 and September 2024 for peer-reviewed studies and dissertations or theses published in English that evaluated personal narrative skills in participants aged 4-18 years. There was no date limit. Extracted data included study design, participant samples, assessment tasks, and analysis measures. Analysis measures were categorized using the Linguistic Underpinnings of Narrative in Aphasia (LUNA) framework. A total of 211 studies (37,477 participants) were included. Recent years have seen an increasing number of studies related to personal narratives. Elicitation methods commonly involved question prompts, brief examples, and modeled personal narratives. Across studies, 907 analysis measures were identified (763 language measures), reflecting substantial heterogeneity. Discourse aspects analyzed spanned all four LUNA framework components: pragmatics, macrostructure planning, propositional, and linguistic. This review article catalogs the range of assessment methods and analysis procedures that can be used to evaluate children's personal narratives. Mapping the language measures onto the LUNA framework highlighted which discourse elements have received research attention. These findings may assist clinicians in interpreting available data and selecting assessment and intervention targets. The accompanying open-access data set, available via the Open Science Framework (OSF) repository, provides a foundation for future research, including investigations of population-specific needs and methodological trends.
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3. Heritage Speakers Telling Fictional Stories in Two Languages: Cross-Linguistic Differences in Macrostructure.
PMID:日期:2026-10-02The article aimed to examine cross-linguistic differences in macrostructure abilities in the narratives of 5- to 6-year-old preschool children from diverse heritage language (HL) backgrounds who speak Hebrew as the societal language (SL). Data were collected from 104 preschool children (ages 5-6 years), bilingual speakers of English-Hebrew ( = 34), Russian-Hebrew ( = 50), and French-Hebrew ( = 20). Narratives were collected via retelling in both languages with support from six colored pictures following the procedures and coding of the Language Impairment Testing in Multilingual Settings-Multilingual Assessment Instrument for Narratives (LITMUS-MAIN). Story scripts in each language reflect story grammar (SG) elements, including setting (time, place, and main characters) and three episodes per story, where each episode contains goal, attempt, and outcome. Stories retold in both languages were transcribed and coded for macrostructure features, following the LITMUS-MAIN coding procedure. The coding included story structure (sum of all elements, maximum score = 17), structural complexity (number of goal-attempt or goal-outcome sequences and number of goal-attempt-outcome sequences), and individual SG elements. All three components of macrostructure were analyzed for cross-linguistic and cross-group differences. Analyses revealed significant cross-linguistic differences in most components for the English-Hebrew group, but not for the Russian-Hebrew or French-Hebrew groups. More subtle differences were revealed by structural complexity analysis, such that narratives of HL English-Hebrew and Russian-Hebrew bilinguals included more goal-attempt and goal-outcome combinations. The presence of individual SG elements was also higher in HL than in SL, and this trend was more evident in the English-Hebrew group. Cross-linguistic differences in macrostructure might not be universal; rather, each HL group has unique profiles of storytelling. We discuss ethnolinguistic identity and cultural values as possible factors contributing to these differences. https://doi.org/10.23641/asha.33325110.
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4. Can We Identify Struggling Writers in the Classroom Using Pseudowords?
PMID:日期:2026-09-30Early identification of literacy difficulties is essential to implement effective remediation strategies. Often, tests are time-consuming and may require expert practitioners to administer or interpret them. This study tested an easy-to-use spelling tool screen for early writing difficulties. Specifically, we explored whether a pseudoword spelling task was effective for the early identification of struggling writers (SWs). We examined its discriminatory ability and differences in performance as a function of item features. Forty-eight primary SWs and 60 typically developing (TD) peers completed a pseudoword dictation task in Catalan (Pseudoword Spelling Evaluation in Catalan Language [PSE-CL]). We analyzed key psychometric properties of the task, including its reliability and discriminatory ability. Item manipulation allowed for an analysis between and within group performance based on item features (i.e., length and frequency of the original base word). The task showed good internal consistency and reliability, with grade-specific variations. It effectively distinguished SWs from TD children (area under the curve: 0.87), achieving 79% accuracy at the cutoff point. A cross-classified multilevel model examining effects within items and between participants showed that SWs had substantially lower spelling accuracy than TD peers. Specifically, their predicted likelihood of spelling a word correctly was about seven times lower. The model also showed a significant Group × Grade interaction, indicating that the difference between SWs and TD peers was especially pronounced in Grade 3. The PSE-CL is an easy-to-administer tool for speech therapists and teachers to identify SWs within the classroom. Children who struggle with writing appear to have impaired phonological-mapping abilities, especially in third grade. The theoretical and practical educational implications are discussed.
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5. A Randomized Controlled Trial of Social Support Intervention Effects on Stress and Burnout in School-Based Speech-Language Pathologists.
PMID:日期:2026-09-30Social support is an interpersonal resource with established effects on reducing occupational stress and burnout. Unlike typically recommended self-care and self-awareness techniques, social support can be directly implemented in the workplace and serves as an effective buffer against job-related stressors. This study aimed to determine how social support influences reported occupational stress and burnout symptoms among speech-language pathologists (SLPs). We developed and implemented a social support group program called Peer Support for School-based Speech-Language Therapists, using a randomized control trial design. Forty-six school-based SLPs were randomly assigned to either an immediate or delayed treatment group and participated in weekly social support group sessions online for 6 weeks. Pretest, posttest, and delayed posttest scores on the SLP Stress Inventory and the Maslach Burnout Inventory: Educators Survey were compared. Changes across postintervention and delayed postintervention for the treatment group were observed. A significant difference was found between each time point for total stress scores and for emotional exhaustion scores. The mean total stress score was significantly reduced between baseline intervention and postintervention and then increased slightly at delayed postintervention. The data did not reveal significant posttest differences between the treatment and delayed treatment groups. The positive feedback provided by the participants suggests that access to additional peer support can be equally important to the management of stress and burnout symptoms. Implications, limitations, and future directions of this work are discussed. https://doi.org/10.23641/asha.33989560.
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6. Development and Validation of an International Classification of Functioning, Disability and Health-Based Communication Screening Scale for Preschool Children.
PMID:日期:2026-09-23This study aimed to develop and validate the International Classification of Functioning, Disability and Health (ICF)-based Communication Screening Scale (CSS) for monolingual Turkish-speaking preschool children, grounded in the ICF framework and based on parent report. The item pool was generated from 54 ICF second-level codes, reviewed by experts, and refined through content validity analysis and a pilot study. The final 41-item draft was administered to 210 children (105 with speech and/or language disorders, 105 typically developing peers) 36-72 months of age and one of their parents. For validation, the Turkish Early Language Development Test, the Ankara Articulation Test (AAT), and the Turkish version of the Focus on the Outcomes of Communication Under Six-34 (FOCUS-34-TR) were used. Factor analysis yielded a 23-item scale with four subfactors: language skills, communication, speech intelligibility, and attention. Known-groups validity demonstrated that the scale significantly differentiated children with and without disorders, except for the attention factor. Strong negative correlations with FOCUS-34-TR confirmed criterion validity. Reliability coefficients ranged from .73 to .93, indicating acceptable to high internal consistency. The CSS is a valid and reliable screening tool specifically designed for the early identification of monolingual Turkish-speaking preschool children at risk for communication, speech, and language disorders. Its parent report format and ICF-based framework support its feasibility in educational and clinical contexts. Future research should examine its integration into national preschool screening programs and its adaptation and validation for bilingual populations and other linguistic contexts. https://doi.org/10.23641/asha.33684349.
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7. Hidden Barriers in Inclusive Classrooms: Teachers' Perceptions and Students' Experiences of Participation With Hearing Loss.
PMID:日期:2026-09-23This study examined how general education teachers perceive the school participation of students with hearing loss in mainstream classrooms and which factors they identify as facilitating or hindering participation. A second aim was to compare teachers' perspectives with students' own accounts to identify convergences and divergences in perceived participation, thereby revealing hidden barriers and informing inclusive practice. A qualitative, descriptive design was employed to capture in-depth insights into participants' lived experiences. Data were collected through semistructured interviews with 25 general education teachers (21 women, four men) from 19 mainstream schools in Germany. Teachers' perspectives were analyzed using thematic analysis and systematically compared with previously collected qualitative data from students with hearing loss. Teachers generally reported positive attitudes toward inclusion and emphasized supportive relationship and strategies such as clear communication and classroom adaptions. However, they often underestimated the cognitive, emotional, and social effort required for students' full participation. While students confirmed the importance of teacher and peer support, they highlighted listening fatigue, inconsistent implementation of adaptions, and selective or constrained use of assistive devices as persistent challenges. Divergences emerged in interpretations of autonomy, device management, and the sufficiency of classroom adaptions, revealing gaps between perceived and experienced participation. Inclusive participation for students with hearing loss requires more than technical and structural accommodations. Teachers' awareness of the hidden cognitive and emotional demands associated with listening and participation is essential. These findings underscore the need for targeted professional development and a nuanced understanding of students' lived experiences to foster equitable access, social belonging, and meaningful inclusion in mainstream classrooms. https://doi.org/10.23641/asha.33639619.
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8. When Language Access Is at Risk: Children of Parents With Deafblindness and the Role of Societal Support.
PMID:日期:2026-09-23This commentary emphasizes the child's position and the right to develop language that enables communication with a parent who has deafblindness. We argue that societal services have a responsibility to ensure that this right is fulfilled. Deafblindness affects access to information and communication and has implications for family life when a parent has deafblindness. In such families, shared communication is essential for emotional bonds, parenting, and children's development, yet it often requires adaptations beyond spoken or visual sign language, including tactile and social haptic and other forms of communication. This commentary is based on a research project on family life and health in families where a parent has deafblindness and is grounded in the Convention on the Rights of the Child and the Convention on the Rights of Persons with Disabilities, in which we emphasize societal responsibility for supporting children's language development. The argument of the right for the child to develop language that enables communication with a parent with deafblindness and the responsibility of societal services is illustrated in the Swedish context. In Sweden, there is no syllabus for mother tongue instruction in Swedish Sign Language, which may reduce access to formal sign language education and undermine children's rights. We discuss implications for education and family-centered services and argue that supportive interventions should target the entire family to promote shared language, inclusion, and children's well-being. To raise awareness of children of parents with deafblindness, we suggest the concept "children of deafblind adults," acknowledging their belonging to a cultural and linguistic minority.
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9. Children's Rights to the Best Possible Care: Establishing Processes for Data Collection in Routine Care to Address Questions of Intervention Effectiveness for Children With Speech Sound Disorder.
PMID:日期:2026-09-21The United Nations Convention of the Rights of the Child (CRC) recognizes that all children have a right to the best possible care, CRC Article 24 (health, water, food, environment). For children with speech sound disorder, this is vital in order to protect their rights to CRC Article 13 (sharing thoughts freely), CRC Article 19 (protection from violence), and CRC Article 28 (access to education). Determining what constitutes best possible care for this population is challenging because much evidence for intervention takes place outside of routine care. This review article provides an overview of Phase 1 of the Maximising the Impact of Speech and Language Therapy for Children with Speech Sound Disorder (MISLToe_SSD) program of research, which ultimately aims to establish a process for using data collected in routine care to investigate best possible care for children with speech sound disorder. The purpose of Phase 1 was to obtain consensus on a diagnostic pathway, a defined list of interventions, and a core outcome set. An umbrella review was carried out to provide information on existing evidence. Participatory workshops with speech and language therapists were used to determine the content of the diagnostic pathway, and a card sorting exercise was used to provide a list of interventions currently in use and agree on their definitions. Finally, the core outcome set was agreed through a Delphi process. Patient and public involvement activities were used throughout the program of work to ensure that the aims and activities were in line with the preferences of those with lived experience of speech sound disorder. Consensus was reached on the three core aims of agreeing a diagnostic protocol, a core outcome set, and a list of defined interventions. Phase 2 of MISLToe_SSD will establish the feasibility of implementing these within routine care, and Phase 3 will extend the work to multiple services, leading to the large data set required for future analyses. This work has been carried out in the United Kingdom, but work is underway to replicate this work in Brazil, Sweden, Portugal, and other countries and in other languages to establish an international diagnostic pathway, a defined list of interventions, and a core outcome set.
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10. Personal Narrative Assessment to Guide Clinical Practices in the Assessment and Support of Children With Developmental Language Disorder: A Tutorial.
PMID:日期:2026-09-18This tutorial demonstrates how personal narratives elicited using the Global TALES (Talking About Lived Experiences in Stories) protocol can be analyzed using the four components of the Linguistic Underpinnings of Narrative in Aphasia (LUNA) framework for discourse analysis-pragmatics, macrostructure planning, propositional, and linguistic-in clinical practice to assess the language and communication skills of children with developmental language disorder (DLD). Such analysis can support diagnostic decision making or identification and monitoring of intervention goals related to the child's needs. Language measures that can be applied and interpreted in clinical practice are presented and linked to each of the four components of the LUNA framework. By understanding which measures correspond to these components, clinicians can identify the child's strengths and challenges across the four components to obtain a more complete view of the child's oral narrative production skills. An analysis of a personal narrative from a 7-year-old Danish-speaking child with DLD, elicited using the Global TALES protocol, was used to demonstrate in detail how to analyze personal narratives and interpret the results in a clinical setting using the LUNA framework. The case study also includes recommendations for supporting and monitoring the child's progress. This tutorial guides clinicians to integrate personal narratives as part of their assessment and treatment for children with DLD. The measures presented and discussed in the tutorial can help clinicians pinpoint interrelated discourse components and processes that need to be assessed and integrated into future support for a child's language development and overall well-being.