ASHA Learning Pass

This session discusses a study of college students with and without developmental language disorder (DLD), who were compared on measures of how they plan for writing; how they revise their writing; and measures of length, complexity, and error production in handwritten and typed expository writing samples. Results suggest that typing provides longer samples and similar measures of errors and complexity compared to handwritten samples. Survey results related to planning strategies suggest that college students with and without DLD use the same amount and types of planning strategies and spend the same amount of time planning. Both groups also performed similarly on measures of online revisions while typing and handwriting. The presenter discusses practical implications of these findings for assessment and intervention.

This course is a recorded session from the 2022 ASHA Convention Virtual Library (session 5548V).

Related Courses

See more sessions from the 2022 ASHA Convention.

Learning Outcomes
You will be able to:

• Describe how writing problems present in handwriting and typing for college students with and without DLD
• Apply information about differences across modalities to your clinical practice related to writing support for young adults with DLD
• Interpret the results of Bayesian general linear mixed models for language research

Presenter Information

Alexander Tucci (presenting author) is a doctoral candidate (graduating May 2022) in speech, language, and hearing sciences at the University of Arizona. The data discussed in this presentation is part of Tucci's dissertation project. Tucci has co-authored several papers and presentations focused on intervention for developmental language disorders, language sample analysis, and psychometrics.

Financial Disclosures:

• This project was partially funded by a University of Arizona Graduate and Professional Student Council Research and Project Grant

Nonfinancial Disclosures:

• None

Elena Plante, PhD, CCC-SLP (nonpresenting author) conducts assessment and treatment research with developmental language disorders in children and adults, with over 100 publications. Her work has been funded by the NIDCD and IES. She is an ASHA Fellow, has been awarded Honors of the Association, and has both an earned doctorate from the University of Arizona and an honorary doctorate from the University of Bergen.

Financial Disclosures:

• Royalties form Brookes Publishing for the TILLS, which was used in this study

Nonfinancial Disclosures:

• None

Rebecca Vance, MS, CCC-SLP (nonpresenting author) is a certified speech-language pathologist who earned her BA in speech and hearing sciences and MS in speech-language pathology from The University of Arizona. She worked as a school-based speech-language pathologist for several years before returning to the University as a clinical instructor. Over the past 20 years, she has worked alongside Elena Plante, PhD, to publish numerous articles in the areas of assessment and intervention of individuals with developmental language disorder.

Financial Disclosures:

• None

Nonfinancial Disclosures:

• None

Assessment Type

Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

To earn continuing education credit, you must complete the learning assessment by the end date below. 

Program History and CE Information

Content origination date: November 2022
End date: February 1, 2029

This course is offered for 0.05 ASHA CEUs (Intermediate level, Professional area).