Developmental Language Disorder: Considerations for Implementing School-Based Screenings

Komesidou, Rouzana; Summy, R

doi:10.17759/cpse.2020090303

Cited by 8 publications

(6 citation statements)

References 64 publications

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“…The participants in our study bear witness of difficult and challenging aspects related to language and communication in school, including educational, social, and emotional dimensions. Since most participants in our study are quite elaborate and do not necessarily display pronounced difficulties participating in our interviews, our study supports the notion of DLD as being a condition that can be hidden (Komesidou & Summy, 2020). An important addition to such a description based on our results is that DLD might be a hidden disorder from others, but it is certainly not hidden from young people living with the condition.…”

Section: Discussionsupporting

confidence: 81%

“…When other people are not aware of one's language and communication problems, there is a risk that they misunderstand actions and behaviours and make inferences about personal characteristics and motives that are not true. As has previously been highlighted (e.g., Komesidou & Summy, 2020), for students with DLD, there is a risk that difficulties with language and communication are interpreted as unwillingness to engage in educational tasks or even misbehaviour. As our results show, such misjudgements can impact both the emotional state and psychological well‐being of young people, as well as to what extent they participate and engage in educational activities.…”

Section: Discussionmentioning

confidence: 94%

“…This puts children with DLD at risk of not being identified and offered relevant support. DLD has been referred to as a 'common but hidden' condition, and both parents and teachers have been shown to misinterpret early signs of language difficulties as shyness, laziness or disinterest (Komesidou & Summy, 2020).…”

Section: Introductionmentioning

confidence: 99%

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‘It depends on who I'm with’: How young people with developmental language disorder describe their experiences of language and communication in school

Ekström

Sandgren

Sahlén

et al. 2023

Intl J Lang & Comm Disor

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Background: The risks of developmental language disorder (DLD) for both educational progress and socio-emotional development are well documented, but little is known about how children and young people with DLD experience and describe their language and communication. The need to complement experimental and quantitative studies with qualitative perspectives of the lived experience of individuals with DLD for speech and language therapists (SLT) practice has recently been foregrounded. Aims:To understand further the experiences of young people with DLD focusing on language and communication in a school context, and thereby contribute to the improvement of the communicative situation in school for this group. The study is guided by the following research question: How do young people diagnosed with DLD describe their experiences of language and communication in school? Methods & Procedures:The study is based on data generated from qualitative semi-structured interviews with 23 participants diagnosed with DLD (age 13-19 years old) living in Sweden. All participants attended mainstream schools. To enable data to be collected during COVID-19 restrictions, all interviews were conducted using Zoom. Reflexive thematic analysis was used to analyse the data.Outcomes & Results: Four main themes related to experiences of language and communication in school were constructed from the interviews: (1) feelings of inadequacy and comparisons with others; (2) feelings of being misjudged and misunderstood; (3) the importance of feeling safe and comfortable; and (4) the significance of the social and communicative context. The results bear witness of difficult and challenging aspects related to language and communication in school, including educational, social and emotional dimensions. An important outcome of this study is how young people diagnosed with DLD describe theirThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Discussionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 94%

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‘It depends on who I'm with’: How young people with developmental language disorder describe their experiences of language and communication in school

Ekström

Sandgren

Sahlén

et al. 2023

Intl J Lang & Comm Disor

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“…Despite a significant body of research highlighting the needs of children with language-based disorders, there is little by way of formalized collaborative processes in school systems. Interprofessional collaboration is critical to promoting uptake of evidence-based programs in schools, coordinating service delivery, and improving student outcomes (Komesidou & Summy, 2020;Stehle Wallace et al, 2022;cf. Green & Johnson, 2015).…”

Section: What Work In Collaboration?mentioning

confidence: 99%

What Works in Collaboration? Identifying Key Ingredients to Improve Service Delivery in Schools

DeLuca,

Komesidou,

Pelletier

et al. 2023

LSHSS

Self Cite

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Purpose: This survey study examined factors that may influence interprofessional collaboration in schools to support children with oral and written language impairments, namely, knowledge, collaborative beliefs and practices, and resources. Method: A survey was conducted across 319 school-based professionals, in a partnering public school district, to examine these constructs within the context of each individual participant's professional role. Results: Between-groups comparisons were made between special educators, general educators, paraprofessionals, and indirect educators (i.e., those whose roles do not explicitly include language-based instruction). Special educators had significantly higher levels of learning experiences and knowledge about language disorders compared to other groups. Those who engaged in the most independent learning (i.e., learning outside of pre- or in-service learning) exhibited the highest levels of knowledge. Collaborative beliefs among professionals were best predicted by access to resources and overall professional learning experiences. More positive collaborative beliefs, in turn, predicted higher rates of collaborative behaviors. Resources were predicted by a small negative relationship with years of experience and by working in specific school buildings within the district. Those with less experience in specific buildings reported more resources. Conclusion: Individuals with higher levels of individual learning and positive attitudes toward collaboration may enhance the interprofessional collaborative practices of teams supporting children with language disorders. Supplemental Material: https://doi.org/10.23641/asha.24059178

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“…Advances in advocacy, policy, and implementation science have set the stage for enhanced stakeholder collaboration to improve the identification and treatment of language disorders (Gearin et al, 2022;Komesidou & Summy, 2020). The relationship between oral and written language disorders is well documented (see Adlof & Hogan, 2018 for review), leading to the need for the implementation of systems-level adaptations to enhance collaboration across professionals.…”

Section: Factors Contributing To Interprofessional Collaboration In S...mentioning

confidence: 99%

What Works in Collaboration? Identifying Key Ingredients to Improve Service Delivery in Schools

DeLuca¹,

Komesidou²,

Hogan³

2022

Preprint

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Purpose: This survey study examined factors that may influence interprofessional collaboration in schools to support children with oral and written language impairments, namely knowledge, collaborative beliefs and practices, and resources.Methods: A survey was conducted across 319 school-based professionals, in a partnering public school district, to examine these constructs within the context of each individual participant’s professional role. Results: Between group comparisons were made between special educators, general educators, paraprofessionals, and indirect educators (i.e., those whose roles do not explicitly include language-based instruction). Special educators had significantly higher levels of training and knowledge about language disorders compared to other groups. Those who engaged in the most independent learning (i.e., learning outside of pre- or in-service trainings) exhibited the highest levels of knowledge. Collaborative attitudes among professionals were best predicted by access to resources and overall professional training. More positive collaborative attitudes, in turn, predicted higher rates of collaborative behaviors. Resources were predicted by a small, negative relationship with years of experience and by working in specific school buildings within the district. Those with less experience in specific buildings reported more resources.Conclusions: Individuals with higher levels of individual learning and positive attitudes toward collaboration may enhance the interprofessional collaborative practices of teams supporting children with language disorders.

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Developmental Language Disorder: Considerations for Implementing School-Based Screenings

Cited by 8 publications

References 64 publications

‘It depends on who I'm with’: How young people with developmental language disorder describe their experiences of language and communication in school

‘It depends on who I'm with’: How young people with developmental language disorder describe their experiences of language and communication in school

What Works in Collaboration? Identifying Key Ingredients to Improve Service Delivery in Schools

What Works in Collaboration? Identifying Key Ingredients to Improve Service Delivery in Schools

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