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Communication Across the School Day: A Nationwide Teacher Survey on Developmental Language Disorder.

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Title: Communication Across the School Day: A Nationwide Teacher Survey on Developmental Language Disorder.
Authors: Ciullo, Brittany1 bciullo@umass.edu, Hoover, Jill1
Source: Language, Speech & Hearing Services in Schools. Jul2025, Vol. 56 Issue 3, p770-788. 19p.
Subject Terms: *School environment, *Psychology of teachers, *Conversation, *Academic accommodations, *Interprofessional relations, *Schools, *Content analysis, *Confidence, *Teaching methods, *Communicative disorders, *Communication, *Research methodology, *Language acquisition, Word deafness, Research funding, Self-efficacy, Responsibility, Logistic regression analysis, Descriptive statistics, Social perception, Surveys, Social support, Professional competence
Geographic Terms: United States
Abstract: Purpose: The purpose of this mixed methods study was to investigate how teachers in the United States understand and perceive developmental language disorder (DLD). This study used a survey to examine teachers' understanding of DLD and the impact of DLD at school to inform advocacy efforts within the discipline of communication sciences and disorders (CSD) and collaborations between speech-language pathologists (SLPs) and teachers. Method: The survey was administered online via Qualtrics and consisted of 27 closed-response questions (i.e., Likert scale or multiple-choice) and four openresponse questions. We analyzed the closed-response questions using descriptive statistics and logistic regression. The open-response questions were analyzed using a summative content analysis. Results: Two hundred four responses were included in the analysis. Survey respondents successfully identified language-based activities that would be difficult for children with DLD, such as participating in conversations. Many respondents were not familiar with the term DLD nor the lifelong nature of the disorder. Respondents' self-rated ability to recognize students with DLD, determine the educational impact of DLD, and use classroom accommodations varied based on type of teaching role, grade taught, and previous training in language disorders. Content analysis of open responses revealed four categories capturing respondents' descriptions of DLD: social impact, communication, school environment, and teacher insight. Many respondents felt uncertain about characteristics of DLD and its impact across the school day. Conclusions: Although many survey respondents were unfamiliar with the term DLD and associated diagnostic criteria, they accurately identified many tasks that would be difficult for students with DLD on both closed-response and open-response questions. Practical implications for SLPs and future directions for CSD researchers are provided to improve DLD awareness efforts and to establish shared terminology about language impairment among CSD researchers, practicing SLPs, and educators. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Communication Across the School Day: A Nationwide Teacher Survey on Developmental Language Disorder.
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  Data: <searchLink fieldCode="AR" term="%22Ciullo%2C+Brittany%22">Ciullo, Brittany</searchLink><relatesTo>1</relatesTo><i> bciullo@umass.edu</i><br /><searchLink fieldCode="AR" term="%22Hoover%2C+Jill%22">Hoover, Jill</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jul2025, Vol. 56 Issue 3, p770-788. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Conversation%22">Conversation</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+accommodations%22">Academic accommodations</searchLink><br />*<searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+disorders%22">Communicative disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Word+deafness%22">Word deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Responsibility%22">Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Logistic+regression+analysis%22">Logistic regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+perception%22">Social perception</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Purpose: The purpose of this mixed methods study was to investigate how teachers in the United States understand and perceive developmental language disorder (DLD). This study used a survey to examine teachers' understanding of DLD and the impact of DLD at school to inform advocacy efforts within the discipline of communication sciences and disorders (CSD) and collaborations between speech-language pathologists (SLPs) and teachers. Method: The survey was administered online via Qualtrics and consisted of 27 closed-response questions (i.e., Likert scale or multiple-choice) and four openresponse questions. We analyzed the closed-response questions using descriptive statistics and logistic regression. The open-response questions were analyzed using a summative content analysis. Results: Two hundred four responses were included in the analysis. Survey respondents successfully identified language-based activities that would be difficult for children with DLD, such as participating in conversations. Many respondents were not familiar with the term DLD nor the lifelong nature of the disorder. Respondents' self-rated ability to recognize students with DLD, determine the educational impact of DLD, and use classroom accommodations varied based on type of teaching role, grade taught, and previous training in language disorders. Content analysis of open responses revealed four categories capturing respondents' descriptions of DLD: social impact, communication, school environment, and teacher insight. Many respondents felt uncertain about characteristics of DLD and its impact across the school day. Conclusions: Although many survey respondents were unfamiliar with the term DLD and associated diagnostic criteria, they accurately identified many tasks that would be difficult for students with DLD on both closed-response and open-response questions. Practical implications for SLPs and future directions for CSD researchers are provided to improve DLD awareness efforts and to establish shared terminology about language impairment among CSD researchers, practicing SLPs, and educators. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186696965
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1044/2025_LSHSS-24-00149
    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 19
        StartPage: 770
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Conversation
        Type: general
      – SubjectFull: Academic accommodations
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Schools
        Type: general
      – SubjectFull: Content analysis
        Type: general
      – SubjectFull: Confidence
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Communicative disorders
        Type: general
      – SubjectFull: Communication
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Language acquisition
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      – SubjectFull: Word deafness
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      – SubjectFull: Research funding
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      – SubjectFull: Self-efficacy
        Type: general
      – SubjectFull: Responsibility
        Type: general
      – SubjectFull: Logistic regression analysis
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Social perception
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Social support
        Type: general
      – SubjectFull: Professional competence
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Communication Across the School Day: A Nationwide Teacher Survey on Developmental Language Disorder.
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              M: 07
              Text: Jul2025
              Type: published
              Y: 2025
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