Proposals appropriate for submission to this topic area include aspects of language and learning in school-age children and adolescents, including those with and without a diagnosis. Interprofessional education, practice, and/or research specific to language and learning in school-age individuals are included in this topic area. Non-discriminatory, culturally appropriate assessment and treatment in accordance with IDEA for individuals in schools as well as intervention for children with language differences (e.g., poverty, dialect, language acquisition) and neurodiversity affirming practice is also included.

Research

• Translational, applied, or implementation research related to language and learning in school-aged individuals with normal hearing
• Evidence-based practice and outcomes research for language disorders in school-age individuals with normal hearing
• Quantitative inquiries including, but not limited to, clinical guidelines, meta-analyses, systematic reviews, randomized controlled trials, well-designed case-control/quasi-experimental studies, single subject designs
• Outcomes evaluation/research
• Qualitative inquiries including, but not limited to, ethnographies and narrative descriptions
• Mixed methods research

Professional Education

• Psychometric properties of instruments designed to measure basic abilities or changes in language, including standardized testing and progress monitoring tools
• Diagnostic accuracy and utility of non-standardized assessment tools including language sample analysis, dynamic assessment, fast mapping, non-word repetition
• Second-language acquisition and/or use in school-age individuals with normal hearing
• Cultural and linguistic interprofessional issues in school-age individuals with normal hearing.
• Prevalence of language disorders and language-learning disabilities in school-age individuals with normal hearing
• Etiologies of language disorders and language-learning disabilities
• Language disorders in school-age individuals with normal hearing with co-morbid disorders (psychiatric, genetic, maltreatment, etc.)
• Prevention of language disorders and language-learning disabilities
• Telepractice approaches for assessment and intervention that include outcomes related to school-age children
• Technology as it relates to language and learning in school-age individuals (e.g., mobile applications, devices, software)
• Innovative service delivery models as they relate to language and learning in school-age individuals
• Language assessment, intervention, supports, and long-term outcomes for individuals with normal hearing with histories of language disorders in childhood
• Pedagogy and clinical education aspects of curriculum and training specific to preparing professionals to work effectively with school-age individuals with language disorders and normal hearing, including interprofessional education
• Evaluation practices focusing on non-discriminatory assessment, reducing systemic bias and racism, and evidence based practices including dynamic assessment and language sample analysis
• Administrative and regulatory issues related to language and learning in school-age individuals with normal hearing, including but not limited to Multi-tiered Systems of Support (MTSS), Response to Intervention and achievement with common core and other state-related curriculum standards
• Models of collaboration and multi-disciplinary teaming, problem-solving models
• Family-centered practice in supporting school-age individuals with language disorders and normal hearing
• Transition planning for school-aged individuals with language disorders and normal hearing
• Ethical issues related to language and learning in school-age individuals with normal hearing
• Evaluation and decision-making practices in clinical and school settings with consideration of IDEA and state regulations
• The impact of inappropriate identification of individuals as disabled under IDEA including student outcomes, federal sanctions for overidentification, and civil rights violations

Related Topics

Proposals involving this population but with primary emphasis on:

• Auditory processing disorders as they relate to language and learning should be submitted to the Neuroaudiology and Central Auditory Processing topic area.
• Emergent literacy and decoding should be submitted to the Literacy Assessment and Intervention topic area.
• Autism should be submitted to the Considerations for Autistic and Neurodivergent Populations Across the Lifespan topic area.
• Children with hearing loss should be submitted to the Listening, Language, and Speech in Children Who Are Deaf and Hard of Hearing topic area.
• Proposals discussing broader approaches that include outcomes at the system level should be submitted to the Equity, Inclusion, and Cultural–Linguistic Diversity topic area.
• Proposals related to adults with Developmental Language Disorders should be submitted to the Language Disorders in Adults topic area.