Language, Speech, and Hearing Services in Schools

Top Research Topics at Language Speech and Hearing Services in Schools?

The journal generally zeroes in on subjects such as Developmental psychology, Medical education, Pedagogy, Intervention (counseling) and Audiology. It holds forums on Developmental psychology that merges themes from other disciplines such as Comprehension, Language acquisition, Vocabulary and Primary education. Most of the works presented in the journal deals with Comprehension but it intersects with the subject of Reading (process).

Issues in Language acquisition were discussed, taking into consideration concepts from other disciplines like Cognitive psychology and Language development. Language Speech and Hearing Services in Schools deals with Cognitive psychology in conjunction with Phonology and similar fields in Phonetics. The Medical education study featured in Language Speech and Hearing Services in Schools draws connections with the study of Speech therapy.

The studies in Pedagogy featured incorporate elements of Mathematics education and School environment. In it, Teaching method and Clinical psychology are investigated in conjunction with one another to address concerns in Intervention (counseling) research. More specifically, the research on Audiology in it is related to Hearing loss.

• Developmental psychology (23.85%)
• Medical education (14.54%)
• Pedagogy (13.90%)

What are the most cited papers published in the journal?

• Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research-Based Model and Its Clinical Implementation. (439 citations)
• Learning new words from storybooks: an efficacy study with at-risk kindergartners. (339 citations)
• Selection of Preschool Language Tests (311 citations)

Research areas of the most cited articles at Language Speech and Hearing Services in Schools:

The main points discussed in the most cited papers deal with Developmental psychology, Pedagogy, Intervention (counseling), Phonology and Language acquisition. The published papers explore issues in Developmental psychology which can be linked to other research areas like Vocabulary and Primary education. The journal papers focus on Pedagogy but sometimes tackle the closely related topic of Medical education which is concerned with Evidence-based practice.

What topics the last edition of the journal is best known for?

• Cognition
• Developmental psychology
• Pedagogy

The previous edition focused in particular on these issues:

The journal was organized to reinforce research efforts on Developmental psychology, Medical education, Vocabulary, Intervention (counseling) and Mathematics education. Emergent literacy and Reading (process) are some topics wherein Developmental psychology research discussed in the journal have an impact. Language Speech and Hearing Services in Schools explores issues in Medical education which can be linked to other research areas like Augmentative and alternative communication, Hearing loss and Language assessment.

While work presented in the journal provided substantial information on Vocabulary, it also covered topics in Narrative, Expressive language and Standardized test. Intervention (counseling) research featured in Language Speech and Hearing Services in Schools incorporates concerns from various other topics such as Psychological intervention, Cognition, Clinical psychology, Speech sound and Phonology. It holds forums on Autism that merges themes from other disciplines such as Reading comprehension and Literacy.

The most cited articles from the last journal are:

• Rare Vocabulary Production in School-Age Narrators From Low-Income Communities. (3 citations)
• Teachers' Content Knowledge and Pedagogical Beliefs Regarding the Use of African American English. (3 citations)
• Teacher Report of Students' Dialect Use and Language Ability. (3 citations)

Papers citation over time

A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing in Language Speech and Hearing Services in Schools (based on the number of publications) are:

• Marilyn A. Nippold (35 papers) absent at the last edition,
• Alan G. Kamhi (34 papers) absent at the last edition,
• Kenn Apel (27 papers) published 1 paper at the last edition the same number as at the previous edition,
• Laura M. Justice (20 papers) absent at the last edition,
• Martin Fujiki (17 papers) absent at the last edition.

The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in Language Speech and Hearing Services in Schools (based on the number of publications) are:

• University of Kansas (37 papers) published 2 papers at the last edition the same number as at the previous edition,
• Florida State University (35 papers) published 3 papers at the last edition, 3 less than at the previous edition,
• University of Arizona (32 papers) absent at the last edition,
• Utah State University (31 papers) published 2 papers at the last edition, 2 less than at the previous edition,
• University of Oregon (31 papers) absent at the last edition.

The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2021 edition, 3.61% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 15.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 15.00% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 27.50% of all publications and 42.50% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Career Opportunities in the Field

For those interested in finding a career in the research topics being pursued in Language Speech and Hearing Services in Schools, several options exist. This includes becoming a Board Certified Behavior Analyst. This role involves applying behavior analysis principles to help individuals with various needs, particularly those with developmental delays and special needs.

The process to become a behavior analyst begins with obtaining a bachelor's degree in a related field, such as psychology or education. Prospective behavior analysts then need to obtain a master's or doctoral degree in behavior analysis, psychology, or education. Supervised practical experience is typically required, with the exact amount depending on the level of the degree obtained. After this, an exam must be passed to gain certification.

The career path of a Board Certified Behavior Analyst is rewarding and can make a significant impact on individuals and their families. It takes hard work, dedication, and appropriate education and training to become a Board Certified Behavior Analyst. For those in Indiana interested in this career, visit how to become a board certified behavior analyst in Indiana for more specific information.

However you decide to apply the research and principles discussed in Language Speech and Hearing Services in Schools, the impact that such knowledge can have on the education and improvement of communication in individuals cannot be overstated.