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However, it is unknown how teachers make educational decisions for children with SLI.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Method:<\/jats:title>\n            <jats:p>\n              A web-based survey was distributed to public school teachers nationwide (\n              <jats:italic>N<\/jats:italic>\n              = 304). In this observational study, teachers read six vignettes featuring profiles of children systematically varying in the linguistic characteristics relevant to SLI (e.g., difficulty with verb tense) and responded to items on the educational decisions that they would make in the absence of workplace constraints.\n            <\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Results:<\/jats:title>\n            <jats:p>Teachers were likely to identify that the children in the vignettes needed language for classroom success and to indicate that they would provide in-class intervention. However, teachers were unlikely to recommend speech-language pathology services. These outcomes were mostly consistent across all child characteristics and teacher characteristics.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Conclusions:<\/jats:title>\n            <jats:p>Findings show that teachers were sensitive to the language-based needs of children with SLI and elected to provide in-class intervention. Future work is needed to understand how workplace characteristics, including opportunities for interprofessional collaboration, and the heterogeneity of children with SLI, inform teacher educational decision making.<\/jats:p>\n          <\/jats:sec>","DOI":"10.1044\/2021_ajslp-20-00366","type":"journal-article","created":{"date-parts":[[2022,3,2]],"date-time":"2022-03-02T17:53:24Z","timestamp":1646243604000},"page":"1221-1243","source":"Crossref","is-referenced-by-count":11,"title":["Teacher Educational Decision Making for Children With Specific Language Impairment"],"prefix":"10.1044","volume":"31","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1714-3545","authenticated-orcid":false,"given":"Teresa M.","family":"Girolamo","sequence":"first","affiliation":[{"name":"University of Connecticut, Storrs"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8150-5523","authenticated-orcid":false,"given":"Mabel L.","family":"Rice","sequence":"additional","affiliation":[{"name":"The University of Kansas, Lawrence"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8392-5708","authenticated-orcid":false,"given":"Claire M.","family":"Selin","sequence":"additional","affiliation":[{"name":"The University of Kansas, Lawrence"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Chien J.","family":"Wang","sequence":"additional","affiliation":[{"name":"Pearson, San Antonio, TX"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1310","reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/2372732219839075"},{"key":"e_1_3_2_3_1","first-page":"246","volume-title":"Handbook of language and literacy development and disorders","author":"Adlof S. 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