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Background: Unmet language and literacy needs are common among young people who are involved with youth justice systems. However, there is limited research regarding the functional text-level language skills of this population with regard to narrative macrostructure (story grammar) and microstructure (semantics and syntax) elements., Methods: In this study, we examined macrostructure and microstructure elements in the oral and written narrative texts of 24 adolescent students of a youth detention centre. The students, who were aged 14- to 17- years, were all speakers of Standard Australian English, and 11 (46%) students met criteria for language disorder (LD)., Findings: When we compared the narratives according to modality of language, the students demonstrated stronger narrative language skills in the written modality compared to the oral. However, when we compared the narratives according to language ability, we found that the impact of LD on inclusion of macrostructure elements was greater in the oral modality, and for microstructure elements, was greater in the written modality. Errors in written conventions were common among both students with and without LD., Conclusions: Our results indicate that both the modality of language as well as the presence of LD should be considered when young people are required to participate in forensic contexts including programs that address educational and rehabilitation needs. Our results indicate a need for consistent text-level language assessment to better identify and respond to functional difficulties within language and literacy. There is potential for speech-language pathology services to enhance comprehensive assessment as well as inform educational and rehabilitation programs for young people who are involved with youth justice systems., (Copyright © 2021 The Author(s). Published by Elsevier Inc. All rights reserved.)

In this study we aimed to investigate the usability and acceptability of an online training program, Language Together, which was developed for caregivers of children aged 5 years and younger, with, or at risk of language disorders. Language Together presented material on language development and strategies to facilitate language development using a multimedia website. Language Together was developed using the Wix.com platform and was made available online. Twenty-nine caregivers and seven professionals completed both the training and pre-post questionnaires which aimed to evaluate the usability and acceptability of the program. Caregivers and professionals rated Language Together as a useable and acceptable program to develop knowledge about language development. Participants found the online format easy to access and could complete the training at a time and location that was convenient. Most caregivers and professionals identified that they enjoyed the range of resources included in the training especially the video materials. Online training programs can be a useable and acceptable method for providing information about language development. [ABSTRACT FROM AUTHOR]

It is becoming increasingly achievable for speech-language pathologists (SLPs) to conduct research in a clinical context to inform practice. This clinical insights paper describes and reflects upon the collaborative processes taken by a clinician to conduct research to answer a clinical intervention question, within an evidence-based framework (E3BP), using single-case experimental design (SCED). A recently completed project which used SCED to explore the treatment of grammar difficulties in early school-aged children with developmental language disorder is referred to as a case example. A time log of the project is also discussed. These data suggested that, although time spent adding research tasks to clinical tasks may seem time-consuming initially, it adds value to professional development. This is especially the case when there is the possibility to contribute to the current evidence base. Advancements in our understanding of E3BP, intervention study design, and collaborative approaches, support capacity and confidence of SLPs in conducting research to inform clinical practice. [ABSTRACT FROM AUTHOR]

• Children with DLD experience significant difficulties only when learning longer novel words. • Phonological short-term memory deficits impact word learning in children with DLD. • Nonword repetition has predictive value in understanding word learning potential. To investigate factors that influence word learning in children with developmental language disorder (DLD). The participants were 23 children with DLD and 26 typically developing (TD) children, aged five. Participants completed a fast mapping task (assessed using a production measure), as well as tests of nonword repetition and receptive vocabulary. We explored the effect of word length on nonword repetition and fast mapping abilities while controlling for receptive vocabulary skills. The results indicate that children with DLD demonstrate significant difficulties accurately repeating nonwords of all lengths relative to their TD peers. Children with DLD also exhibited significant difficulties with fast mapping, especially when learning longer novel words. Our findings indicate that children with DLD demonstrate an impaired capacity to encode phonological information; however, this differentially impacts their nonword repetition and fast mapping abilities. TD children may more effectively take advantage of receptive vocabulary to support performance on these tasks. Readers will understand how phonological short-term memory and receptive vocabulary contribute to fast mapping in children with DLD and in TD children. [ABSTRACT FROM AUTHOR]

Background Children with specific language impairment are known to struggle with expressive grammar. While some studies have shown successful intervention under laboratory conditions, there is a paucity of evidence for the effectiveness of grammar treatment in young children in community settings. Aim To evaluate the effectiveness of a school-based intervention programme for expressive grammar in 5-year-olds with specific language impairment. Method & Procedures Thirty-four 5-year-old children attending a specialized school for children with language impairment participated in the study. Nineteen children received treatment for expressive grammar (experimental group) and 15 children received a control treatment. Treatment consisted of weekly 1-h sessions of small group activities in a classroom setting for 8 weeks. Techniques included direct instruction, focused stimulation, recasting and imitation. Outcomes & Results Results were analysed at the group level and as a case series with each child as their own control in a single-subject design. There was a significant difference in grammatical performance pre- and post-treatment for children who received grammar treatment (Cohen's d = 1.24), but not for a group of children who received a control treatment. Further, no difference in performance was found in the equivalent time period prior to treatment, nor for an untreated target. Treatment success was more pronounced in children without articulation difficulties which interfered with their ability to produce the grammatical targets (Cohen's d = 1.66). Individual analyses indicated the treatment effect was significant for the majority of children. Conclusions & Implications Individually targeted intervention delivered in small groups in a classroom setting was effective in improving production of expressive grammatical targets in 5-year-old children with specific language impairment. [ABSTRACT FROM AUTHOR]