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October/December 2020 - Volume 40 - Issue 4


  • Sarah E. Wallace, PhD, CCC-SLP
    Gary A. Troia, PhD, CCC-SLP
  • 0271-8294
  • 1550-3259
  • 4 issues / year
  • 0.970

    5-Year Impact Factor: 1.547
Dear Readers, 

For the last issue of Topics in Language Disorders in 2020, the issue editor, Dr. Kelly Farquharson, invited authors to contribute work related to educationally impactful services for students typically on the caseloads of school speech-language pathologists. Cabbage and DeVeney (2020) present different intervention paradigms for speech sound disorders and describe how to select from among them based on key attributes of the presenting problem. Ireland et al. (2020) discuss means for effectively navigating federal and state laws, regulations, and guidance regarding when a student with a speech sound disorder also may be considered a student who is eligible for the receipt of special education and related services (including speech therapy). Tambyraja and Schmitt (2020) make a strong case for why school speech–language pathologists should integrate literacy into their services for students, barriers they may face when trying to do so, and ways they may overcome these barriers. Gillon et al. (2020) report the effects of a whole-class literacy intervention that combined code-based and language-based activities on the speech, language, and word-level reading and spelling outcomes for children with weak oral language or weak oral language plus speech sound production difficulties. Koutsoftas et al. (2020) present a spelling coding rubric that can be used to assess spelling performance in writing samples. Finally, Petersen and his colleagues (2020) examine the feasibility of a multi-tiered oral narrative language intervention for improving narrative skills, reading comprehension, and writing performance using a sample of typically developing second graders.

Sarah E. Wallace, Ph.D., Co-Editor

Gary A. Troia, Ph.D., Co-Editor


ACKNOWLEDGMENT OF TLD REVIEWERS

We also draw your attention to the list of reviewers who have contributed reviews for TLD in recent years. TLD depends on scholars who accept invitations to conduct blind peer reviews of the submitted and contributed articles as a means of maintaining its high quality as a peer-reviewed journal. We publish reviewers' names periodically as a form of appreciation, but in a manner that individual reviewers cannot be connected to individual articles.

​CHANGES IN CONTINUING EDUCATION PROCEDURES—AND SPECIAL RATE FOR SUBSCRIBERS
As a reminder, we have recently rolled out changes in how TLD continuing education tests may be taken. Tests for individual articles now may be completed online via http://alliedhealth.ceconnection.com/browse/professions. At this website, readers can find all Wolters Kluwer CE activities available for speech-language pathologists. Starting with Vol. 36 (Nos. 3 and 4), all articles in each issue of TLD are available individually for CEU credit online. TLD subscribers receive a discounted price for all CE, both in print and online. As before, an annual ASHA CE Registry fee is required to register ASHA CEUs. ASHA CE Registry fees are paid by the participant directly to the ASHA National Office. 
[Note: The ASHA CE Registry fee allows registration to an unlimited number of ASHA CEUs for a calendar year. Contact the ASHA staff at 800-498-2071 ext. 4219 for CE Registry fee subscription information.]

Caregivers of Individuals with Acquired Language Disorders 

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