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Criteria Used by Preschool Teachers ...

Muratore Beckelhymer, Lisa.

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Criteria Used by Preschool Teachers to Identify Children for Speech, Language, and Hearing Screenings.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Criteria Used by Preschool Teachers to Identify Children for Speech, Language, and Hearing Screenings./
Author:	Muratore Beckelhymer, Lisa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	94 p.
Notes:	Source: Masters Abstracts International, Volume: 81-04.
Contained By:	Masters Abstracts International81-04.
Subject:	Speech therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13428156
ISBN:	9781088318591

Criteria Used by Preschool Teachers to Identify Children for Speech, Language, and Hearing Screenings.
Muratore Beckelhymer, Lisa.

Criteria Used by Preschool Teachers to Identify Children for Speech, Language, and Hearing Screenings. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 94 p.

Source: Masters Abstracts International, Volume: 81-04.

Thesis (M.A.)--University of Colorado at Boulder, 2019.

This item must not be sold to any third party vendors.

Because universal speech-language screening is not currently recommended, young children typically must be identified for evaluation by a parent, educator, or physician. This study aimed to describe how and when preschool educators identify and refer children. Following focused interviews and survey development, 40 preschool educators responded to questions about which communication-related deficits are concerning at different ages and actions taken when they have these concerns. Participants reported significantly greater rates of referral for expressive vocabulary concerns than all other language concerns (e.g., grammar, following directions) except receptive vocabulary at 3, 4, and 5 years. There were significant differences between referral rates for 3-year-olds and 5-year-olds for all language concerns except use of appropriate tense, and a significant difference between referral rate for intelligibility concerns for 3-year-olds and 4-year-olds, with higher rates for older children. Given a range of communication concerns and potential responses, educators indicated making referrals for screening 0-65% of the time, depending on the concern and age of the child, often opting instead for watchful waiting and working with key partners in the child's environment. As children increase in age, educators report increasing rates of referral for most language concerns and for speech intelligibility concerns. The reported tendencies to refer at a greater rate for expressive and receptive vocabulary, along with their expressed preferences-watchful waiting and approaching concerns through means other than referral for screening, may represent a barrier to services for children evidencing speech, language, and hearing concerns in the early years. Because children with early language problems often continue to struggle with linguistic, cognitive, and academic measures, early identification and consequent intervention are of high priority. Despite teachers' expressed preference for watchful waiting, this approach may not always be appropriate and may lead to later than optimal initiation of intervention. By understanding the potential decision-making and referral behaviors of preschool educators, SLPs can be better prepared to collaborate with and provide education to their colleagues to enhance the process of appropriate referral of preschool age children. It is hoped that these findings will start a dialogue among SLPs and preschool teachers.

ISBN: 9781088318591Subjects--Topical Terms:

520446
Speech therapy.

Criteria Used by Preschool Teachers to Identify Children for Speech, Language, and Hearing Screenings.
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520 $a Because universal speech-language screening is not currently recommended, young children typically must be identified for evaluation by a parent, educator, or physician. This study aimed to describe how and when preschool educators identify and refer children. Following focused interviews and survey development, 40 preschool educators responded to questions about which communication-related deficits are concerning at different ages and actions taken when they have these concerns. Participants reported significantly greater rates of referral for expressive vocabulary concerns than all other language concerns (e.g., grammar, following directions) except receptive vocabulary at 3, 4, and 5 years. There were significant differences between referral rates for 3-year-olds and 5-year-olds for all language concerns except use of appropriate tense, and a significant difference between referral rate for intelligibility concerns for 3-year-olds and 4-year-olds, with higher rates for older children. Given a range of communication concerns and potential responses, educators indicated making referrals for screening 0-65% of the time, depending on the concern and age of the child, often opting instead for watchful waiting and working with key partners in the child's environment. As children increase in age, educators report increasing rates of referral for most language concerns and for speech intelligibility concerns. The reported tendencies to refer at a greater rate for expressive and receptive vocabulary, along with their expressed preferences-watchful waiting and approaching concerns through means other than referral for screening, may represent a barrier to services for children evidencing speech, language, and hearing concerns in the early years. Because children with early language problems often continue to struggle with linguistic, cognitive, and academic measures, early identification and consequent intervention are of high priority. Despite teachers' expressed preference for watchful waiting, this approach may not always be appropriate and may lead to later than optimal initiation of intervention. By understanding the potential decision-making and referral behaviors of preschool educators, SLPs can be better prepared to collaborate with and provide education to their colleagues to enhance the process of appropriate referral of preschool age children. It is hoped that these findings will start a dialogue among SLPs and preschool teachers.
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