Improving Clinical Practices for Children With Language and Learning Disorders Purpose This lead article of the Clinical Forum addresses some of the gaps that exist between clinical practice and current knowledge about instructional factors that influence learning and language development. Method Topics reviewed and discussed include principles of learning, generalization, treatment intensity, processing interventions, components of language therapy, grammar ... Clinical Forum
Clinical Forum  |   April 2014
Improving Clinical Practices for Children With Language and Learning Disorders
 
Author Affiliations & Notes
  • Alan G. Kamhi
    University of North Carolina at Greensboro
  • Disclosure: The author has declared that no competing interests existed at the time of publication.
    Disclosure: The author has declared that no competing interests existed at the time of publication.×
  • Correspondence to Alan G. Kamhi: agkamhi@uncg.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: LaVae Hoffman
    Associate Editor: LaVae Hoffman×
  • © American Speech-Language-Hearing Association
Article Information
Development / School-Based Settings / Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions / Clinical Forum
Clinical Forum   |   April 2014
Improving Clinical Practices for Children With Language and Learning Disorders
Language, Speech, and Hearing Services in Schools, April 2014, Vol. 45, 92-103. doi:10.1044/2014_LSHSS-13-0063
History: Received August 12, 2013 , Revised October 8, 2013 , Accepted March 4, 2014
 
Language, Speech, and Hearing Services in Schools, April 2014, Vol. 45, 92-103. doi:10.1044/2014_LSHSS-13-0063
History: Received August 12, 2013; Revised October 8, 2013; Accepted March 4, 2014
Web of Science® Times Cited: 11

Purpose This lead article of the Clinical Forum addresses some of the gaps that exist between clinical practice and current knowledge about instructional factors that influence learning and language development.

Method Topics reviewed and discussed include principles of learning, generalization, treatment intensity, processing interventions, components of language therapy, grammar goals, and goal prioritization for students with language and learning difficulties.

Conclusion 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.

Acknowledgments
I thank Mary Kristen Clark for her helpful comments on an earlier version of this article.
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