{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T06:09:19Z","timestamp":1790230159564,"version":"4.1.0"},"reference-count":48,"publisher":"American Speech Language Hearing Association","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LSHSS"],"published-print":{"date-parts":[[2019,4,23]]},"abstract":"<jats:sec>\n            <jats:title>Purpose<\/jats:title>\n            <jats:p>The speech-language pathologist's (SLP's) role for the specific language impairment (SLI) population is to provide specialized intervention targeting underlying deficits. However, children with SLI are often underrepresented on caseloads despite a high prevalence of the disorder and known long-term impacts. This study explored how SLPs use research to inform clinical decision making for SLI under neutral workplace circumstances.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Method<\/jats:title>\n            <jats:p>\n              A national web-based survey was distributed to SLPs (\n              <jats:italic>n<\/jats:italic>\n              = 563) to investigate assessment and intervention clinical decision making for individuals with SLI. Vignettes portrayed various clinical profiles of SLI across dimensions of affectedness (child characteristics). Respondents made clinical decisions under neutral workplace conditions to remove confounds of work setting, policies, and caseload\/time management constraints. The influence of child and practitioner characteristics on clinical decision making was explored.\n            <\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Results<\/jats:title>\n            <jats:p>Variation across the vignettes emerged for the clinical decisions of SLP service recommendation, service delivery, intervention contents, specific treatment goals, and a monitoring approach. Practitioner characteristics had little influence, while child characteristics influenced responses across the clinical decision-making process. Assessment standard scores and percentiles were most strongly associated with SLP service recommendation.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Conclusion<\/jats:title>\n            <jats:p>The use of vignette methodology was demonstrated for the discipline of communication sciences and disorders. SLPs recommended services for individuals with SLI at higher rates than in actual practice; however, variation across the clinical decision-making process occurred. Implications include the reduction and removal of constraining workplace characteristics and increasing SLP competency for identifying the diagnostic profile of SLI.<\/jats:p>\n          <\/jats:sec>","DOI":"10.1044\/2018_lshss-18-0017","type":"journal-article","created":{"date-parts":[[2019,4,10]],"date-time":"2019-04-10T18:38:07Z","timestamp":1554921487000},"page":"283-307","source":"Crossref","is-referenced-by-count":38,"title":["Speech-Language Pathologists' Clinical Decision Making for Children With Specific Language Impairment"],"prefix":"10.1044","volume":"50","author":[{"given":"Claire M.","family":"Selin","sequence":"first","affiliation":[{"name":"Child Language Doctoral Program, The University of Kansas, Lawrence"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mabel L.","family":"Rice","sequence":"additional","affiliation":[{"name":"Child Language Doctoral Program, The University of Kansas, Lawrence"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Teresa","family":"Girolamo","sequence":"additional","affiliation":[{"name":"Child Language Doctoral Program, The University of Kansas, Lawrence"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chien J.","family":"Wang","sequence":"additional","affiliation":[{"name":"Pearson Education, San Antonio, TX"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1310","reference":[{"key":"e_1_3_2_2_1","volume-title":"Interprofessional practice survey results","author":"American Speech-Language-Hearing Association","year":"2017"},{"key":"e_1_3_2_3_1","doi-asserted-by":"publisher","DOI":"10.1044\/0161-1461(2012\/12-0093)"},{"key":"e_1_3_2_4_1","doi-asserted-by":"publisher","DOI":"10.1044\/0161-1461(2011\/10-0019"},{"key":"e_1_3_2_5_1","doi-asserted-by":"publisher","DOI":"10.1177\/0265659017717845"},{"key":"e_1_3_2_6_1","volume-title":"Columbia Mental Maturity Scale. 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(2012). Retrieved from https:\/\/dese.mo.gov\/sites\/default\/files\/1500-ELIGIBILITY%20CRITERIA-Speech%20and-or%20Language%20Impairment.pdf"},{"key":"e_1_3_2_24_1","volume-title":"Test of Language Development\u2013Primary: Fourth Edition: TOLD-P:4","author":"Newcomer P. L.","year":"2008"},{"key":"e_1_3_2_25_1","doi-asserted-by":"publisher","DOI":"10.1044\/2016_LSHSS-15-0044"},{"key":"e_1_3_2_26_1","doi-asserted-by":"publisher","DOI":"10.1001\/jama.283.13.1715"},{"key":"e_1_3_2_27_1","doi-asserted-by":"publisher","DOI":"10.1044\/jshr.3701.144"},{"key":"e_1_3_2_28_1","doi-asserted-by":"publisher","DOI":"10.1044\/2014_LSHSS-14-0045"},{"key":"e_1_3_2_29_1","doi-asserted-by":"publisher","DOI":"10.1044\/jslhr.4103.688"},{"key":"e_1_3_2_30_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2010\/10-0010)"},{"key":"e_1_3_2_31_1","doi-asserted-by":"publisher","DOI":"10.3109\/17549507.2013.783113"},{"key":"e_1_3_2_32_1","unstructured":"Rice M. L.\n\n (2018 June 26). 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