Abstract：
UNLABELLED:Individual Education Plans (IEPs) are legal documents that guide the treatment of students with language disorder (LD). This exploratory study investigated the extent to which students' symptoms of LD align with goals on their IEPs. A total of 99 kindergarten and first-grade students receiving treatment for LD in the public schools participated. IEPs were collected and coded for each student and norm-referenced measures were used to assess students' grammar, vocabulary, listening comprehension, and literacy skills in the fall of the academic year. Results showed there to be alignment between students' symptoms and IEP goals only in the area of vocabulary, such that students who had an IEP goal for vocabulary had lower scores on a vocabulary assessment than those without a goal. In general, there is limited alignment between observed symptoms of LD and treated symptoms as identified on students' IEPs. The limited alignment found in this study suggests more investigation is needed to understand the extent to which IEP goals, as potential indicators of treatment foci, should map on to students' symptoms. LEARNING OUTCOMES:Readers will be able to: (1) explain the theoretical and practical relevance of treatment goals aligning to symptoms for children with language impairment; (2) identify three analytic methods used to investigate alignment between treatment goals and symptoms; and (3) describe the extent to which IEP goals align to children's symptoms in a sample of children receiving services in the public schools.
journal_name
J Commun Disordjournal_title
Journal of communication disordersauthors
Schmitt MB,Justice LM,Logan JA,Schatschneider C,Bartlett CWdoi
10.1016/j.jcomdis.2014.06.002subject
Has Abstractpub_date
2014-11-01 00:00:00pages
99-110eissn
0021-9924issn
1873-7994pii
S0021-9924(14)00053-7journal_volume
52pub_type
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journal_title：Journal of communication disorders
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journal_title：Journal of communication disorders
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journal_title：Journal of communication disorders
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更新日期：1997-09-01 00:00:00
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pub_type： 杂志文章
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journal_title：Journal of communication disorders
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doi：10.1016/j.jcomdis.2012.01.005
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pub_type： 杂志文章,评审
doi：10.1016/0021-9924(90)90021-p
更新日期：1990-06-01 00:00:00
abstract：:Function words and, more specifically, articles have been widely indicated as one of the main sources of difficulty for children with Developmental Language Disorder (DLD). The present study is the first to assess the online comprehension of Spanish articles in bilingual children with DLD. In an eye tracking experimen...
journal_title：Journal of communication disorders
pub_type： 杂志文章
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abstract：UNLABELLED:The aim of this paper was to develop and test two equivalent forms of the Assessment Battery for Communication (ABaCo), a tool for evaluating pragmatic abilities in patients with neuropsychological and psychiatric disorders. The equivalent forms were created using the data from a sample of 390 children, then...
journal_title：Journal of communication disorders
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doi：10.1016/j.jcomdis.2012.03.002
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abstract：:This case study investigated how a 10year old child with ASD (Autism Spectrum Disorder), Kameron (pseudonym), utilized appropriation as a writing strategy in the context of group therapy. Using the same questions as Lensmire and Beals (1994) in their study of a typically developing third-grader, written products were ...
journal_title：Journal of communication disorders
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abstract：:A scale was developed for estimating adult stutterers' confidence for entering and maintaining fluency in a variety of speaking situations. This Self-Efficacy Scale for Adult Stutterers (SESAS) was administered to 20 adult stutterers along with the shortened form of the Erickson Scale of Communication Attitudes and th...
journal_title：Journal of communication disorders
pub_type： 杂志文章
doi：10.1016/0021-9924(85)90008-5
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