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The school-to-confinement pipeline has become a national phenomenon in the United States. Many factors contribute to an individual’s entrance to the school-to-confinement pipeline, including their ability to communicate. Students with communication disorders are much more likely to enter the school-to-confinement pipeline. The primary goal of this investigation was to identify and delineate elements of speech-language therapy for adolescents with language disorder and elements of classroom instruction in confinement settings to help inform future clinical and educational recommendations for at-risk youth. This was achieved by conducting two state-of-the-art literature reviews. The first literature review identified elements of speech-language therapy that were used with adolescents with language disorder. Articles were obtained through a systematic search process across PubMed and PsycINFO databases. Ten articles met inclusion criteria. The second literature review aimed to identify elements of classroom instruction in confinement settings. Articles were obtained through a systematic search process across ERIC and Education Research Complete databases. Eight articles met inclusion criteria. For both literature reviews, inclusion of articles was determined using the participant, intervention, control, outcome, and study design (PICOS) criteria. Data from each review were categorized and coded. Salient themes were identified through analysis of coded data from both reviews. Results revealed that educators can easily adopt and embed many elements of speech-language therapy in their classroom instruction to provide support for at-risk youth in specific language domains. The primary application of this project is developing an educator resource based on the clinical and educational recommendations made in this review. |
