Special Interest Group 01 - Language Learning and Education

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SIG 1 Perspectives Vol. 18, No. 3, October 2011
Format(s): SIG Perspectives and Exam
CEUs: 0.25
2.5
This issue reviews low incidence and/or genetic disorders with corresponding speech and language delay, including Fragile x syndrome, Fetal Alcohol syndrome, Williams syndrome, and 7q11.23 Duplication syndrome. A review of characteristics, as well as accompanying speech and language difficulties are reviewed. Suggestions for clinical treatment are provided.
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SIG 1 Perspectives Vol. 19, No. 1, January 2012
Format(s): SIG Perspectives and Exam
CEUs: 0.2
2.0
This issue focused on new advances in the assessment and treatment of phonological disorders in children. It explored visual analog scaling as a measure of fine-grained productions; dynamic assessment as an assessment strategy for children with phonological difficulties. Following a discussion of the relevance of speech intelligibility within a framework of WHO ICF-2 activities and participation, this series concluded with a review of recent research utilizing input focused intervention to treat phonological disorders in children.
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SIG 1 Perspectives Vol. 19, No. 2, March 2012
Format(s): SIG Perspectives and Exam
CEUs: 0.25
2.5
This issue of Perspectives examines the issues related to behavioral assessment and management in children with autism spectrum disorders (ASD). The authors consider research examining language and personality features in children with autism and Fragile X syndrome. Finally, the authors review the relationship of language and gesture in children with ASD, including consideration of cognitive processing capabilities in this population.
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SIG 1 Perspectives Vol. 19, No. 3, August 2012
Format(s): SIG Perspectives and Exam
CEUs: 0.25
2.5
This issue presents an update on trends in information processing research. Following a discussion of issues in diagnosis of auditory processing disorders, authors discuss perceptual frameworks of auditory processing and review recent research examining auditory processing in children with autism spectrum disorders. This issue concludes with a discussion of recent treatment programs developed to address processing/working memory issues.
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SIG 1 Perspectives Vol. 19, No. 4, October 2012
Format(s): SIG Perspectives and Exam
CEUs: 0.25
2.5
The authors in this issue of Perspectives on Language Learning and Education present a discussion of new assessment tools for measuring narrative skills in young children. The topic of assessment is followed by a discussion of intervention practices to address narrative difficulties in children with language impairments, both in areas of personal narratives as well as fictional narratives. This issue concludes with a review of noteworthy characteristics that clinicians must consider when providing narrative intervention for children with developmental disabilities.
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SIG 1 Perspectives Vol. 20, No. 1, February 2013
Format(s): SIG Perspectives and Exam
CEUs: 0.15
1.5
This issue addresses relevant issues in the area of autism. Following a review of practical and ethical considerations of early identification of autism in young children, authors subsequently examine the impact of cultural differences, and specifically Asian American culture, to working with families and children with autism. The issue concludes with recent research examining the processing of prosody in children with autism and specific language impairment.
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SIG 1 Perspectives Vol. 20, No. 2, March 2013
Format(s): SIG Perspectives and Exam
CEUs: 0.2
2.0
This issue focuses on adolescent language. Authors consider the role of speech-language pathologists in the identification and intervention of language disorders in adolescents and discuss intervention suggestions to address difficulties in oral language, comprehension and production of expository text, and word learning.
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SIG 1 Perspectives Vol. 20, No. 3, August 2013
Format(s): SIG Perspectives and Exam
CEUs: 0.25
2.5
This issue addresses early intervention and the role of parents in the EI process. In addition to discussing roles and responsibilities of team members, articles considers various parent coaching models to address early language delay in children from varied cultural backgrounds as well as varied disorders (e.g. late talkers, children with autism).
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SIG 1 Perspectives Vol. 20, No. 4, October 2013
Format(s): SIG Perspectives and Exam
CEUs: 0.15
1.5
This issue of Perspectives discusses assessment and intervention of spelling difficulties in school-aged children. Recently developed tools for assessment and progress monitoring are presented. Additionally, strategies for supporting spelling growth are discussed
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SIG 1 Perspectives Vol. 21, No 2, March 2014
Format(s): SIG Perspectives and Exam
CEUs: 0.2
2.0
Children with language disorders and/or social pragmatic disorders frequently have concomitant difficulties with executive control. This issue of Perspectives addresses some of the key academic and social challenges that children with executive function disorders face and provides a number of intervention strategies to support executive function development.
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SIG 1 Perspectives Vol. 21, No. 1, January 2014
Format(s): SIG Perspectives and Exam
CEUs: 0.2
2.0
Children and adults with autism present with significant challenges related to social communication. This issue of Perspectives addressed some of the key areas of challenge individuals with autism face in communicating with others, and presented a number of intervention strategies to support social communication for this population.
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SIG 1 Perspectives Vol. 21, No. 3, July 2014
Format(s): SIG Perspectives and Exam
CEUs: 0.2
2.0
This issue of Perspectives addresses strategies to help SLPs identify and treat children with written language disorders. Topics include early development of writing skills in children with language disorders, the complexities involved in accurately identifying children with dyslexia, the important role of handwriting in academic performance for children with language disorders, and strategies to improve expository writing in children with dyslexia.
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