Improving Clinical Practices for Children With Language and Learning Disorders

Abstract

The gaps that exist between current knowledge about learning, language development, and clinical practice often do not receive as much attention as the gaps in the evidence base that addresses the efficacy and effectiveness of language intervention practices and service delivery models. Fortunately, clinicians do not have to wait for future intervention studies to apply their knowledge of learning and language development to clinical practices.

Feasibility of a Recasting and Auditory Bombardment Treatment With Young Cochlear Implant Users

“…The bar graphs in Figure 2 display spontaneous use as well as children's use that was elicited as part of the recast procedures during the treatment sessions. This comparison conceptually represents the distinction between training (elicited use during treatment) and a secondary measure of learning (spontaneous use) proposed by Kamhi (2014). Note that no child used the target morpheme spontaneously during the pretreatment period.…”

Clinical Scientists Improving Clinical Practices: In Thoughts and Actions

“…In several ways, Kamhi's (2014) article made me consider my definition of language and that one's definition of language is an important and critical component of the foundation of clinical practice. One subtle, yet I believe crucial, way is how we as speech-language pathologists speak (or, in the case of Kamhi, write) about language.…”

“…I believe we have a third attribute in common: Kamhi's (2014) lead article has given us much to consider regarding improvement of clinical practice. At its core, Kamhi's article is a call to arms for clinical scientists to continue to determine how they can improve their clinical practice while research scientists continue to seek evidence for what interventions may represent best practices.…”

“…In the following sections, I comment on the elements of Kamhi's (2014) article that made me think more deeply about my definition of language, my theory of learning, and the need for the continued pursuit for current knowledge of the literature. I end with encouragement to engage in team-based intervention in the school setting, using interprofessional practice as a model for that approach and as a means to improve clinical practice.…”

“…Certainly, Kamhi's (2014) lead article captured your interest as a language nerd, causing you to read the set of articles serving as this Clinical Forum. I believe you are a clinical scientist because, as I have written before (see, e.g., Apel, 1999Apel, , 2011a, you undoubtedly see each of your clients as a question or issue that needs to be resolved.…”