Validation of the Mediated Learning Observation Instrument Among Children With and Without Developmental Language Disorder in Dynamic Assessment.

PURPOSE: In this validation study, we examined the factor structure of the mediated learning observation (MLO) used during the teaching phase of dynamic assessment. As an indicator of validity, we evaluated whether the MLO factor structure was consistent across children with and without developmental language disorder (DLD). METHOD: Two hundred twenty-four children (188 typically developing and 36 DLD) from kindergarten to second grade completed a 30-min individual mediated learning session on narrative production. Performance during the session was rated using the 12-item MLO by clinicians on affect, behavior, arousal, and elaboration. Exploratory and confirmatory factor analyses were conducted to establish the factor structure and reliability of the MLO. RESULTS: Factor analysis of the MLO suggested a stable three-factor model with adequate fit indices across kindergarten and school-age samples, across both typically developing and DLD subgroups with good to excellent reliability. The final 11-item MLO (one item was removed due to low factor loading) comprises three subscales including (a) cognitive factor, (b) learning anticipation, and (c) learning engagement. CONCLUSIONS: The MLO is a valid and reliable instrument for assessing language learning skills in children with and without DLD during dynamic assessment. Practical implications and suggestions for future research addressing the utilization of MLO in dynamic assessment are provided.

A systematic review of factors that impact reading comprehension in children with developmental language disorders.

Children with developmental language disorder (DLD) have a high rate of co-occurring reading difficulties. The current study aims to (i) examine which factors within the Active View of Reading (AVR; Duke & Cartwright, 2021) apply to individuals with DLD and (ii) investigate other possible factors that relate to reading comprehension ability in individuals with DLD, outside the components in the AVR. Electronic database search and journal hand-search yielded 5058 studies published before March 2022 related to reading comprehension in children with DLD. 4802 articles were excluded during abstract screening, yielding 256 studies eligible for full-text review. Following full-text review, 44 studies were included and further coded for demographics, language of assessment, description of reported disabilities, behavioral assessment, and reading comprehension assessment. While the results aligned with the AVR model, three additional factors were identified as significantly relating to reading comprehension abilities in children with DLD: expressive language (oral and written), question types of reading assessment, and language disorder history. Specifically, expressive language was positively associated with reading comprehension ability, while resolved DLD showed higher reading comprehension abilities than persistent DLD. Furthermore, children with DLD may face additional difficulties in comprehending inference-based questions. This study provides factors for researchers, educators, and clinical professionals to consider when evaluating the reading comprehension of individuals with DLD. Future research should further explore the relative importance of factors of the AVR to reading comprehension outcomes throughout development.

Development and validation of the online learning process questionnaire (OLPQ) at home for primary-school children and their caregivers.

Despite the increasing use of virtual modalities in schools since the COVID-19 pandemic, no systematic tools exist to evaluate the process of online learning. We developed and validated an Online Learning Process Questionnaire (OLPQ) for assessing online at-home learning among 219 Hong Kong primary-school students and 474 caregivers. Exploratory and confirmatory factor analyses of caregivers' data classified the 58-item OLPQ into 11 subscales: (1) learning aims, (2) environmental structuring, (3) learning environment, (4) time management, (5) engagement in learning activities, (6) persistence, (7) interaction between teachers and students, (8) interaction among students, (9) feedback from the interface, (10) application of learning, and (11) meaning of learning under three learning phases. Confirmatory factor analysis of students' data further categorized the 11-subscale framework into three learning phases: preparatory, performance, and transfer. The OLPQ demonstrated excellent reliability and discriminant validity across caregiver (Cronbach's alpha = 0.98) and student samples (alpha = 0.98). These findings indicate that the OLPQ is a valid and reliable instrument for assessing the online at-home learning process among both students and their caregivers.

Psychosocial factors, but not professional practice skills, linked to self-perceived effectiveness of telepractice in school-based speech and language therapists during COVID-19 pandemic.

BACKGROUND: Face-to-face class suspensions during the coronavirus disease (COVID-19) pandemic in 2019 increased telepractice in speech and language therapy. However, little is known about speech and language therapists' (SLTs) perceived effectiveness of telepractice and its antecedents. AIMS: To examine the use of telepractice and the factors affecting its perceived effectiveness in Hong Kong mainstream schools during COVID-19. METHODS & PROCEDURES: Seventy-two school-based Hong Kong SLTs completed a 110-item online survey with six structural components: (1) concerns, (2) adoption, (3) student selection criteria, (4) perceived effectiveness, (5) continuous professional development and (6) attitudes/beliefs. OUTCOMES & RESULTS: Over 90% of respondents adopted telepractice during the pandemic. Confirmatory factor analysis identified reliable constructs from their component measures. These participants reported great telepractice difficulties (especially in therapy preparation and managing students' attention and/or communication). Mixed-response analysis revealed that psychosocial factors (i.e., students' engagement and SLTs' attitudes towards telepractice) but not professional practice skill factors (i.e., student client selection criteria and SLTs' years of experience in school settings) contributed to SLTs' self-perceived effectiveness of telepractice. CONCLUSIONS & IMPLICATIONS: Our findings suggest that psychosocial factors play a more important role than professional practice skill factors in the self-perceived effectiveness of telepractice. WHAT THIS PAPER ADDS: What is already known on the subject Previous surveys reported that although SLTs were interested in using telepractice before the COVID-19 pandemic, they showed concern about its effectiveness, resulting in a low adoption rate. One critical question naturally arises: What factors may affect the perceived effectiveness of telepractice by SLTs? What this paper adds to existing knowledge This study demonstrates for the first time that despite the high adoption rate of telepractice during the COVID-19 pandemic, school-based SLTs exhibited great difficulties, and the SLTs' self-perceived effectiveness of telepractice was related to psychosocial factors instead of professional practice skill factors. What are the potential or actual clinical implications of this work Professional support is needed to alter the attitudes of SLTs towards telepractice for enhancing their self-perceived effectiveness and positive clinical practice experience.

Drawing a New Picture: Children with Developmental Dyslexia Exhibit Superior Nonverbal Creativity.

BACKGROUND: Creativity and literacy are essential skills that today's children are expected to develop. However, the question of whether children with developmental dyslexia, a severe difficulty in reading and writing, exhibit any intact creativity strengths remains controversial. This study examined creativity strengths across verbal, figural, and nonverbal modalities, and the relations among creativity, nonverbal intelligence, and literacy skills, in younger and older Chinese children with and without developmental dyslexia. METHODS: Two age groups of Chinese children with developmental dyslexia (Grade 2: N = 62; Grades 4-5: N = 62) and their age matched controls (Grade 2: N = 61; Grades 4-5: N = 61) were assessed on fluency and originality of verbal, figural, and nonverbal creativity, as well as on nonverbal intelligence, vocabulary, working memory, Chinese word reading accuracy and fluency, and word dictation. RESULTS: Multifactorial analysis of variance demonstrated that regardless of grade level, children with developmental dyslexia exhibited higher nonverbal creativity than, and comparable figural creativity to, their typically developing peers. Moreover, the partial correlation analysis revealed creativity was not significantly correlated with nonverbal intelligence and literacy skills. CONCLUSIONS: These findings suggest that children with dyslexia possess strengths and even advantages in nonverbal creativity and that the relationship between intelligence and/or literacy and creativity is negligible.

Parents' and Students' Perceptions of Telepractice Services for Speech-Language Therapy During the COVID-19 Pandemic: Survey Study.

BACKGROUND: The ongoing COVID-19 pandemic has resulted in the suspension of face-to-face classes and a considerable increase in the use of telepractice services in speech-language pathology. However, little is known about parents' and students' satisfaction with telepractice services and their preferences for different service delivery modes. These factors may affect therapy effectiveness and the future adoption of telepractice. OBJECTIVE: We evaluated students' and parents' perceptions of telepractice efficacy and their preferences for different service delivery modes (ie, on-site practice vs telepractice). We also identified factors that affect parents' and students' preferences for different service delivery modes during the COVID-19 pandemic. METHODS: A 19-question survey on telepractice satisfaction and preferences was administered to 41 Hong Kong Chinese students and 85 parents who received telepractice services from school-based speech-language pathologists during the COVID-19 class suspension period. In addition to providing demographic information and data on the implementation of telepractice services, all participants were asked to rate their perceptions of the efficacy of telepractice services and compare on-site practices to telepractice on a 5-point Likert scale (ie, 1=strongly disagree/prefer the use of on-site speech-language therapy services and 5=strongly agree/prefer the use of telepractice services). RESULTS: Despite the fact that telepractice efficacy was highly rated by parents (95% CI 3.30-3.66) and students (95% CI 3.21-3.76), both groups believed that telepractice was less effective than on-site practices (parents: 95% CI 2.14-2.52; students: 95% CI 2.08-2.65). Moreover, parents preferred on-site practices over telepractice (95% CI 2.04-2.43), whereas students did not prefer one mode of practice over the other (95% CI 2.74-3.41). A significant association between telepractice efficacy and a preference for telepractice services was found only among the students (τ=.43, P<.001), not the parents (τ=.07; P=.44). CONCLUSIONS: Although telepractice is an acceptable alternative service delivery option for providing speech and language therapy services to school-aged individuals, speech-language therapists and parents must play a more proactive role in telepractice services to facilitate effective communication between clinicians and parents.