Top Tweets for #ASHASIG1
Individuals born very preterm should be assessed early for speech and language concerns. In this article for #ASHASIG1, @FirstLadEE_07 et al. examined whether or not language tests for children under 3 contained cultural bias https://t.co/igXecK5wk2 @uofcincy @CincyChildrens
Check out the introduction to "With Liberty and Social Justice For All," from #ASHASIG1! This forum is one of two forums from SIG 1 you can read next month in the February issue of Perspectives https://t.co/vfq2Y2Q5fy @Northeastern
In this article from #ASHASIG1, authors introduce a framework designed to encourage SLPs and teachers to support nonspeaking students using modes, languages, and dialects in every setting and every situation. Read more below! https://t.co/25mKVv2xvt @UnivOfKansas @UTAustin
Speech-language pathologists often use praise during intervention with children, but evidence shows that praise may not lead to improved language intervention outcomes. Learn some alternatives in this tutorial from #ASHASIG1 https://t.co/GYuOIDOCgy @UOSpecialEd @UNC_HealthSci
Children with ADHD & elevated externalizing behaviors and/or academic problems should be tested for possible co-occurring DLD to ensure their access to treatment is not limited by their language. Learn more from @KirstenHRussell & @s_redmondUofU https://t.co/Vg4ia3TnFL #ASHASIG1
Game-based learning not only presents new opportunities to connect with children, but also gives SLPs an opportunity to enhance interprofessional collaboration with teachers! Learn more from #ASHASIG1 https://t.co/J6SmW43gRp @IUSouthBend @ASHAJournals #IPE
Children with Developmental Language Disorder and/or ADHD may have low self-esteem, anxiety, or other social-emotional difficulties. Learn how school-based practitioners can support these children in the latest from #ASHASIG1 https://t.co/CCOvJFfLi3 @JMU @GradPsychJMU #SLPeeps
Developmental language disorder and attention-deficit/hyperactivity disorder may co-occur in school age children. This tutorial from #ASHASIG1 highlights accommodations school-based SLPs can implement for these students https://t.co/k5ZE5PllWs @capable_kids @UofU_CSD #SLP2Be
Children from low socioeconomic environments may be overidentified with language disorders based on their vocabulary. In this article from #ASHASIG1, authors describe the conversational language profile of these children https://t.co/AhJYDOLpti @UnivOfKansas @BoysTownHosp
Caregivers make progress in early intervention too! Learn why it is important to consider caregiver progress and how to measure it in this clinical focus paper in the latest from @EmHarringtonSLP for #ASHASIG1 https://t.co/69ekS14Sc4 @SHSillinois @UofIllinois #SLPeeps #SLP2Be
The latest article from #ASHASIG1 investigates the phonological awareness of children with speech sound disorders. Learn more about the difficulties these children face with phonological awareness https://t.co/pT1eqIsTG0 @PurdueSLHS @LifeAtPurdue @SLP_SLU #SLPeeps
This introduction can help you get excited for the latest forum from #ASHASIG1 on SLPs and reading disorders. Look for the forum in the December issue of Perspectives! https://t.co/7yEctvdw89 @binghamtonu #SLPeeps #SLP2Be
This tutorial from #ASHASIG1 outlines key information about vocabulary that speech-language pathologists can use to plan assessment and effective intervention for this foundational skill in written language https://t.co/YgYehuzcDo @binghamtonu #SLPeeps #SLP2B
Women and gender-expansive people are under-represented in autism research. The latest from @KCoburnSLP and Williams for #ASHASIG1 showed how improving representation contributes to better services & supports for autistic people https://t.co/w0WFuXNIII @TowsonU @PennStateCSD
Any neurodiversity-affirming form of clinical practice will need to be supported by a robust evidence base. The latest from @KristenBott and #ASHASIG1 advises clinicians and researchers on research design and reporting https://t.co/85EpZNrrx8 @bclynchschool @UNC @VUMCHearSpeech
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