Adapting Curricula for Children With Language Comprehension Deficits.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Source:
      Publisher: American Speech and Hearing Assn Country of Publication: United States NLM ID: 0323431 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1558-9129 (Electronic) Linking ISSN: 01611461 NLM ISO Abbreviation: Lang Speech Hear Serv Sch Subsets: MEDLINE
    • Publication Information:
      Original Publication: Washington, American Speech and Hearing Assn.
    • Subject Terms:
      Comprehension* ; Language Development Disorders*/diagnosis ; Language Development Disorders*/therapy; Humans ; Child ; Language ; Curriculum ; Schools
    • Abstract:
      Purpose: We will describe how a multisite research team adapted a language-focused curriculum to be used in a scale-up project. Specifically, we identified underlying principles to modify a Tier 1 whole-classroom language comprehension-focused curriculum to be used as a Tier 2 small-group curriculum with children identified as at risk for low language comprehension, including children with developmental language disorder (DLD).
      Method: We discuss how researchers used the following five guiding principles to adapt a curriculum for children at risk for low language comprehension, including children with DLD: (a) increased and ongoing professional development, (b) simplification of language input, (c) increased scaffolding, (d) attention to distributed practice, and (e) materials to support diversity and inclusion.
      Results: We used these guiding principles to modify a popular language-based curriculum used in schools across the country.
      Conclusion: This clinical focus article showcases how guiding principles and frameworks for adaptation, within implementation science, can serve as a guidepost for speech-language pathologists and other educators who are adapting or scaling up a curriculum or intervention that was not designed for their target population.
    • References:
      Acad Med. 2015 Dec;90(12):1646-50. (PMID: 26107879)
      Lang Speech Hear Serv Sch. 2020 Oct 2;51(4):981-992. (PMID: 32755505)
      Lang Speech Hear Serv Sch. 2018 Oct 24;49(4):762-773. (PMID: 30458538)
      J Speech Lang Hear Res. 2019 Aug 15;62(8):2812-2828. (PMID: 31390289)
      Implement Sci. 2021 Apr 7;16(1):36. (PMID: 33827716)
      J Exp Child Psychol. 1999 Jun;73(2):139-58. (PMID: 10328862)
      Learn Disabil Res Pract. 2014 Feb 1;29(1):3-9. (PMID: 25143666)
      Front Public Health. 2020 May 27;8:194. (PMID: 32528921)
      Ann Dyslexia. 2021 Jul;71(2):299-321. (PMID: 33575979)
      J Speech Lang Hear Res. 2006 Apr;49(2):278-93. (PMID: 16671844)
      Implement Sci. 2012 Apr 18;7:32. (PMID: 22512914)
      Lang Speech Hear Serv Sch. 2007 Jan;38(1):72-83. (PMID: 17218537)
      J Am Acad Audiol. 2017 Oct;28(9):776-777. (PMID: 28972466)
      Implement Sci. 2019 Jun 6;14(1):58. (PMID: 31171014)
      Clin Psychol (New York). 2017 Dec;24(4):396-420. (PMID: 29593372)
      J Autism Dev Disord. 2014 Apr;44(4):828-45. (PMID: 24022730)
      Am J Speech Lang Pathol. 2022 May 10;31(3):1095-1113. (PMID: 35007426)
      Psychol Sci Public Interest. 2018 Jun;19(1):5-51. (PMID: 29890888)
      J Speech Lang Hear Res. 2004 Feb;47(1):199-211. (PMID: 15072539)
      J Speech Lang Hear Res. 2002 Dec;45(6):1142-57. (PMID: 12546484)
      Int J Lang Commun Disord. 2013 May-Jun;48(3):307-19. (PMID: 23650887)
    • Grant Information:
      R01 DC018823 United States DC NIDCD NIH HHS
    • Publication Date:
      Date Created: 20230717 Date Completed: 20231004 Latest Revision: 20240402
    • Publication Date:
      20240402
    • Accession Number:
      PMC10734896
    • Accession Number:
      10.1044/2023_LSHSS-22-00189
    • Accession Number:
      37459612