Three forums in the latest issue of Perspectives of the ASHA Special Interest Groups provide case studies and other evidence-based research for speech-language pathologists (SLPs) working in schools. These forums provide tools and guidance for SLPs to use when working with childhood literacy, neurodiverse children, and pediatric voice.

Evidence-Based Practices in Literacy for Word-Reading, Morphology, and Vocabulary

The issue opens with two forums from ASHA’s Special Interest Group (SIG) 1, Language Learning and Education. First, Guest Editor Dawna Duff presents four articles on the role of SLPs in literacy. In her introduction to the forum, Duff writes that although most SLPs agree that reading disorders are within their scope of practice, they feel that they haven’t received adequate training on assessing and treating these impairments.

A tutorial by Pfeiffer and Pavelko shows how SLPs can support alphabet knowledge using three different service delivery models. Next, Colenbrander and Kohnen provide SLPs with evidence-based guidance for assessing word-reading skill and providing intervention.

Duff returns later in the forum, providing clinicians with a guide to plan assessment and effective intervention vocabulary, which is critical to literacy. In the final article of the forum, Collins provides school-based SLPs with the information needed to get started developing and implementing morphological interventions.

Considerations for Neurodiversity-Affirming Practices

In the next forum from SIG 1, Guest Editors Amy Donaldson and Caroline Gaddy present a collection of articles to help SLPs incorporate neurodiversity-affirming practices into their daily work. The forum opens with an article from Gaddy and Crow providing a primer on how to start incorporating neurodiversity-affirming practices, based on a review of academic research and work by autistic disability advocates.

Next, Bottema-Beutel and colleagues highlight the importance of a robust evidence base for neurodiversity-affirming practices, guiding clinicians and researchers on how to proceed without bias. Then, Donaldson et al. surveyed special educators, SLPs, and other professionals to find out what they knew about autism and augmentative and alternative communication.

By interviewing autistic people of diverse genders (cisgender women as well as transgender and gender-expansive individuals), Coburn and Williams found information that challenges existing stereotypes of autistic individuals. In the final article of the forum, Blanc and colleagues discussed how gestalt language processing, a natural style of language acquisition, can be used to support language development in autistic and non-autistic individuals.

Case Studies in Pediatric Voice

The third and final forum in the December issue comes from SIG 3, Voice and Voice Disorders. In “Case Studies in Pediatric Voice,” SIG 3 Editor Robin Samlan has compiled three articles of particular interest for SLPs working with children with voice disorders.

In her introduction, Samlan discusses the unique format of this forum: Authors describe a case and provide video, allowing readers to provide ratings and observations, which they can then compare to the authors’. Fujiki presents the first of these case studies, a 4-year-old with benign bilateral vocal fold lesions.

Then, Barson et al. provide a case study of a 10-year-old girl with unilateral vocal fold paralysis and persistent dysphonia. Last, Kagan and Clark’s case study of a boy with right posteromedial true vocal fold sulcus includes a full case history with audio files and ratings as well as a treatment plan.

Bridging Research and Practice With Perspectives

In addition to these forums, the December issue of Perspectives contains an additional 20 articles covering topics such as auditory rehabilitation and mindfulness practices. Perspectives is a member benefit of affiliating with one of ASHA’s 20 SIGs. You can learn more about how to join a SIG and get unlimited access to Perspectives on ASHA’s SIG homepage.

We would like to thank Drs. Duff, Gaddy, Crow, and Samlan for all of their work bringing these three forums to readers of Perspectives and the ASHA Journals. We’d also like to thank the authors who contributed these articles to make these forums happen.

Perspectives helps bridge the gap between research and practice by publishing evidence-based research that clinicians can use every day. We hope that these articles will inspire you to use new ideas and techniques in your work to help children with communication disorders!

Explore the Forums

Evidence-Based Practices in Literacy for Word-Reading, Morphology, and Vocabulary

Colenbrander, D., & Kohnen, S. (2023). Word reading: The role of the speech-language pathologist. Perspectives of the ASHA Special Interest Groups, 8(6), 1167–1185. https://doi.org/10.1044/2023_PERSP-23-00054

Collins, G. G. (2023). Morphological interventions to support literacy from kindergarten to grade 12. Perspectives of the ASHA Special Interest Groups, 8(6), 1205–1219. https://doi.org/10.1044/2023_PERSP-23-00059

Duff, D. (2023). Introduction to the forum on speech-language pathologists and reading disorders. Perspectives of the ASHA Special Interest Groups, 8(6), 1154–1156. https://doi.org/10.1044/2023_PERSP-23-00188

Duff, D. (2023). Vocabulary instruction to support reading: A clinician’s guide to evidence-based practice. Perspectives of the ASHA Special Interest Groups, 8(6), 1186–1204. https://doi.org/10.1044/2023_PERSP-23-00075

Pfeiffer, D. L., & Pavelko, S. L. (2023). Evidence-based guidance for alphabet knowledge across service delivery models. Perspectives of the ASHA Special Interest Groups, 8(6), 1157–1167. https://doi.org/10.1044/2023_PERSP-23-00053

Considerations for Neurodiversity-Affirming Practices

Blanc, M., Blackwell, A., & Elias, P. (2023). Using the natural language acquisition protocol to support gestalt language development. Perspectives of the ASHA Special Interest Groups, 8(6), 1279–1286. https://doi.org/10.1044/2023_PERSP-23-00098

Bottema-Beutel, K., Sandbank, M., & Woynaroski, T. (2023). Overview of issues in autism intervention research: Research design and reporting. Perspectives of the ASHA Special Interest Groups, 8(6), 1238–1247. https://doi.org/10.1044/2023_PERSP-23-00104

Coburn, K. L., & Williams, D. L. (2023). Thematic analysis of personal narratives spoken by autistic adults of underrepresented genders. Perspectives of the ASHA Special Interest Groups, 8(6), 1265–1278. https://doi.org/10.1044/2023_PERSP-23-00095

Donaldson, A. L., Zisk, A. H., Eddy, B., endever* corbin, Ugianskis, M., Ford, E., & Strickland, O. (2023). Autistic communication: A survey of school-based professionals. Perspectives of the ASHA Special Interest Groups, 8(6), 1248–1264. https://doi.org/10.1044/2023_PERSP-23-00107

Gaddy, C., & Crow, H. (2023). A primer on neurodiversity-affirming speech and language services for autistic individuals. Perspectives of the ASHA Special Interest Groups, 8(6), 1220–1237. https://doi.org/10.1044/2023_PERSP-23-00106

Case Studies in Pediatric Voice

Barson, P., Carroll, L., & Zur, K. B. (2023). Pediatric unilateral vocal fold paralysis. Perspectives of the ASHA Special Interest Groups, 8(6), 1345–1349. https://doi.org/10.1044/2023_PERSP-22-00186

Fujiki, R. B. (2023). Clinical case study: Pediatric bilateral benign vocal fold lesions. Perspectives of the ASHA Special Interest Groups, 8(6), 1337–1344. https://doi.org/10.1044/2022_PERSP-22-00150

Kagan, S., & Clark, R. (2023). Fibrovascular change and sulcus vocalis: A case for voice therapy. Perspectives of the ASHA Special Interest Groups, 8(6), 1350–1353. https://doi.org/10.1044/2023_PERSP-23-00215

Samlan, R. (2023). Pediatric voice case studies. Perspectives of the ASHA Special Interest Groups, 8(6), 1335–1336. https://doi.org/10.1044/2023_PERSP-23-00215