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Speech-language pathologists in the public schools are expected to provide evidence-based treatment to children with language impairment (LI) who, as a group, exhibit heterogeneity in affected areas as well as severity. Individualized objectives are intended to guide the treatment of LI in the public schools. In this study, we determined the extent to which IEP objectives align with a child’s specific areas of deficit as this may impact the focus of treatment. Specifically, this study determined the alignment between areas of deficit (i.e., < 1 SD on standardized measures) and IEP objectives for 101 kindergarten and first grade students with LI. Language was assessed using direct measures and IEP goals were identified from these documented. Results showed alignment for grammar, but little alignment for vocabulary, cognition, or literacy: in these areas, a significant number of children with identified deficits did not have IEP goals targeting this area. Clinical implications and future research directions will be discussed. Funded by grant GRT00013921 from the U.S. Department of Education, Institute of Education Sciences. |
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