Evidence-Based Communication Assessment and Intervention最新文献

{"title":"Familiar listeners and speech recognition technologies may improve the speech intelligibility of adults with Down syndrome1","authors":"Nouf M. Alzrayer","doi":"10.1080/17489539.2021.2014282","DOIUrl":"https://doi.org/10.1080/17489539.2021.2014282","url":null,"abstract":"Participants: Four young females and two males with Down syndrome were recruited to participate in the study, their age range was between 21 and 30 years. The participants had to meet the following criteria: (a) having a diagnosis of Down syndrome; (b) living with a family member (communication partner) who must be familiar with the individual’s speech; (c) having a normal vision and hearing abilities as indicated by the interaction with the investigator; (d) using speech as the primary communication method; and (e) having limited speech intelligibility. Furthermore, four undergraduate students were also recruited to serve as unfamiliar communication partners.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"13 1","pages":"178 - 181"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75197226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Establishing naturalistic reinforcement contingences for verbal modeling results in acquisition, generalization, and maintenance of asking why-questions in three children with autism spectrum disorder1","authors":"R. Lang, Serena R. Garza, Stephanie Webb, Jessica Price, Emily Fowler","doi":"10.1080/17489539.2021.2014763","DOIUrl":"https://doi.org/10.1080/17489539.2021.2014763","url":null,"abstract":"Participants: Three participants with ASD (ages 8, 9, & 18 years) were included. To be included, participants had to have a diagnosis of Autism Spectrum Disorder (ASD) and be able to: (a) repeat questions from a voice recording; (b) initiate joint attention; (c) label 1Abstracted from: Patil, P., Sidener, T. M., Pane, H., Reeve, S. A., & Nirgudkar, A. (2021). Teaching children with autism spectrum disorder to mand “why”? The Analysis of Verbal Behavior, 37, 1-6. https:// doi.org/10.1007/s40616-02000138-x Source of funding and disclosure of interest: No funding for this study was reported. Original authors reported that there were no conflicts of interest. The author(s) reported there is no funding associated with the work featured in this article. For correspondence: Russell B. Lang, E-mail: russlang@txstate.edu Evidence-Based Communication Assessment and Intervention, 2021 Vol. 15, No. 4, 182–185, https://doi.org/10.1080/17489539.2021.2014763","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"10 1","pages":"182 - 185"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76387546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Explicit instruction targeting oral narrative structure is feasible and may improve pragmatic and narrative language during story retelling by children with Williams syndrome1","authors":"Emily Fowler, Stephanie Webb, Jessica Price, Serena R. Garza, R. Lang","doi":"10.1080/17489539.2021.2013618","DOIUrl":"https://doi.org/10.1080/17489539.2021.2013618","url":null,"abstract":"Setting: Intervention was delivered by an interventionist working individually with each participant in a quiet room. Participants: Eight participants (four males and four females) with Williams syndrome diagnosed via fluorescence in situ hybridization (genetic testing) were included. All eight lived in Spain with Spanish-speaking families. Ages ranged from eight to 24 years (M = 16 years). Participants’ Mean Length of Utterance (MLU) were in the range expected of typical developing children of pre-school age.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"69 1","pages":"173 - 177"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80027191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Systematic review draws limited conclusions regarding the effectiveness of reading comprehension interventions for people with aphasia but offers guidance for future research and practicing clinicians1","authors":"R. Harrington, Aimee Dietz","doi":"10.1080/17489539.2021.2008657","DOIUrl":"https://doi.org/10.1080/17489539.2021.2008657","url":null,"abstract":"Data sources: Studies that were used in this systematic review were located via Medline, PsychArticles, PsychInfo, and CINAHL, using a combination of Boolean search terms for population (aphasia, dysphasia), disability (alexia, dyslexia, reading, reading comprehension, functional reading), and treatment (therapy, treatment, intervention, training, remediation, and functional). The search produced 1,494 articles. After eliminating population and publication delimiters, duplicates, and articles that met exclusion criteria, 15 articles were identified for inclusion in the systematic review. Study selection and assessment: To identify articles appropriate for inclusion, authors used time limits (publication up to 2016), population and publication delimiters (adults, text in English, and peer-reviewed articles), exclusion criteria (no participants with disorders other than aphasia, specifically progressive diseases, dementia, tumors, or traumatic brain injury), and inclusion criteria (articles must include a reading comprehension measure as the primary outcome variable). Of the 15 studies selected, 10 were case studies. The quality of case studies was evaluated using the Single-Case Experimental Design+ (SCED+) Scale (Cherney et al., 2013). The additional five articles were randomized controlled trials (RCT), which were evaluated using the Physiotherapy Evidence Database+ (PEDro +) scale (Cherney et al., 2013; Herbert et al., 1998). The quality of each article was independently assessed by 2 of the authors. When disagreement occurred (90% initial agreement for case studies, 92% initial agreement for RCTs), discrepancies were 1Abstracted from: Purdy, M., Coppens, P., Madden, E. B., Mozeiko, J., Patterson, J., Wallace, S. E., & Freed, D. (2019). Reading comprehension treatment in aphasia: A systematic review. Aphasiology, 33(6), 629–651. https://doi.org/10.1080/ 02687038.2018.1482405 Source of funding and declaration of interests: Funding not reported. No conflicts of interest declared. For correspondence: adietz3@gsu.edu; Department of Communication Sciences and Disorders, Georgia State University, Atlanta, GA Evidence-Based Communication Assessment and Intervention, 2021 Vol. 15, No. 4, 207–213, https://doi.org/10.1080/17489539.2021.2008657","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"108 1","pages":"207 - 213"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82681608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the best evidence research to design and implement social story interventions: A critically appraised topic","authors":"S. Johnston, Robyn Thompson, C. Blue, J. Reichle","doi":"10.1080/17489539.2022.2044730","DOIUrl":"https://doi.org/10.1080/17489539.2022.2044730","url":null,"abstract":"Abstract A critically appraised topic (CAT) is a rapid review that can be particularly useful for informing research and practice. The purpose of this CAT was twofold and was conducted to (a) examine the similarities and differences in the design and implementation of best evidence social story (SS) intervention research, and (b) determine whether there are common empirically validated intervention strategies embedded within SS intervention packages that may contribute to effectiveness. Evidence from this CAT suggests that SS interventions can effectively increase desired social and academic behaviors and decrease disruptive behaviors. Further, although similarities were identified, differences in the design and implementation of SS interventions were noted, and empirically validated intervention strategies embedded within SS intervention packages that may be contributing to effectiveness were detected. Variations in the design and implementation of SS interventions are discussed with regard to implications for practice and research. The authors propose an update to this CAT in November 2024.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"23 1","pages":"218 - 235"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78192303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tips for implementing the ASKED model: an empirically-supported instructional strategy for teaching wh-questions","authors":"Cheryl Ostryn","doi":"10.1080/17489539.2022.2045175","DOIUrl":"https://doi.org/10.1080/17489539.2022.2045175","url":null,"abstract":"Abstract By using everyday school routines, teachers and other caregivers can implement the ASKED Model to teach asking wh-questions. The ASKED model consists of five steps, which are (1) assimilate list of children’s favorite items and activities, (2) set up the classroom, (3) kick off the question-asking to (4) encourage correct responses, and (5) data collection, and is an empirically-supported instructional strategy for teaching wh-questions by manipulating environmental variables to elicit question responses. This short paper explains how practitioners may implement this model to create opportunities to teach wh-questions in educational settings.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"10 1","pages":"236 - 241"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89808163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Telehealth training to educators can support communication intervention implementation by educators and increase high school students’ use of speech-generating devices1","authors":"Sarah N. Douglas","doi":"10.1080/17489539.2021.2009233","DOIUrl":"https://doi.org/10.1080/17489539.2021.2009233","url":null,"abstract":"Q 1. Is there a functional relation between the delivery of a brief online training and the use of modified behavior skills training via telehealth and an increase in the level of teacher fidelity on communication interventions for students using SGDs? 2. Is there a functional relation between increased fidelity of teaching staff implemented communication facilitation strategies and increased level of student independent use of SGD to mand? 3. Do teachers find the goals, procedures, and outcomes of the intervention delivered via telehealth acceptable, feasible, and effective?","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"541 1","pages":"167 - 172"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86949387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Current and future directions of supporting people with autism spectrum disorder to appropriately speak about preferred topics1","authors":"J. Chan","doi":"10.1080/17489539.2021.2008141","DOIUrl":"https://doi.org/10.1080/17489539.2021.2008141","url":null,"abstract":"Design: A multi-element reversal design was used in Experiment 1 to compare interventions that reinforced On-Topic, Problematic, and On-Topic + Preferred speech. For seven of the eight participants, caregiver implementation of intervention was implemented as an additional phase. In Experiment 2, the authors reported cumulative number of selections of intervention type for five participants who participated in concurrent-chains preference assessments. Total minutes of selection of intervention type were reported for three participants who participated in free-operant preference assessments. Allocation: In Experiment 1, all participants received interventions in the same order. In Experiment 2, the authors did not describe how participants were chosen to participate in either concurrent-chains or free-operant preference assessments. Blinding: Although not stated, it appears that the experimenters and data collectors were not blind to the purposes of the study. Study duration: Experiment 1 consisted of 25–75 sessions across participants, with 6–9 sessions per day, 1–2 days per week. Although not stated by the authors, Experiment 2 appears to consist of 8–36 sessions for participants who participated in concurrent-chains preference assessments and 4–8 sessions for participants in the freeoperant condition, with 2 sessions per week. Setting: The study was conducted at a university campus, participants’ schools, and participants’ homes. Participants: Participants were seven children and adolescents with autism aged 8– 14 and one adult with ADHD, aged 44. Participants were selected based on 1Abstracted from: Stocco, C. S., Saavedra, I., Fakharzadeh, S., Patel, M. R., & Thompson, R. H. (2021). A comparison of intervention for problematic speech using reinforcement with and without preferred topics. Journal of Applied Behavior Analysis, 54(1), 217–230.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"10 1","pages":"214 - 217"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86556800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A scoping review of the school-aged stuttering intervention literature","authors":"Rizwana B. Mallick, H. Kathard, L. Thabane, M. Pillay","doi":"10.1080/17489539.2021.1976964","DOIUrl":"https://doi.org/10.1080/17489539.2021.1976964","url":null,"abstract":"Abstract We explore school-aged (6–14 years old) stuttering interventions for children who stutter (CWS) using a scoping review. Database searches were conducted (EBSCO host, PubMed, PsycINFO, Academic Search Premier, MEDLINE, Education Resources Information Center (ERIC), Health Source (consumer edition), Africa-wide Information, Cumulative Index to Nursing and Allied Health (CINAHL), Dissertation abstracts International, the Cochrane Library (Cochrane Database of Systematic Reviews, Cochrane Central Register of Controlled Trials (CENTRAL), 15 Cochrane Methodology Register, Education Resource Information Center, Google Scholar, manual searching using reference lists and gray literature) from the inception of the databases until June 2018. Ten school-aged stuttering intervention studies met the inclusion criteria of this study, which were conducted between 1982 and 2016. The 10 studies used quantitative pretest posttest designs with low to moderate quality, according to GRADE. ICF showed a dominance of interventions targeted and measured within the domain of body structures and function with treatment effects focused predominantly on traditional individualized speech fluency measures. Studies were conducted in Australia (n = 3), United States of America (n = 3), Canada (n = 2), Islamic Republic of Iran (n = 1) and South Africa (n = 1). The findings lead to the authors questioning knowledge production and its influence on evidence-based literature and practices.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"24 1","pages":"194 - 206"},"PeriodicalIF":0.0,"publicationDate":"2021-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89619643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Selecting the proper Tau-U measure for single-case experimental designs: Development and application of a decision flowchart","authors":"Joelle Fingerhut, Xinyun Xu, Mariola Moeyaert","doi":"10.1080/17489539.2021.1937851","DOIUrl":"https://doi.org/10.1080/17489539.2021.1937851","url":null,"abstract":"Abstract A variety of measures have been developed to quantify intervention effects for single-case experimental design studies. Within the family of non-overlap indices, the Tau-U measure is one of the most popular indices. There are several Tau-U variants, each one calculated differently. The appropriateness of each Tau-U variant depends upon the data characteristics present within the study (e.g. number of measurement occasions, the within-case variability, and baseline trend). However, inconsistent terminology is used to refer to the Tau-U variants, and researchers can overlook the attributes of the different Tau-U variants. As a result, the Tau-U variants can be applied inappropriately, and this can result in invalid conclusions of intervention effectiveness. This paper proposes a Tau-U flowchart that can assist the decision-making process when using Tau-U with single-case experimental designs that incorporate baseline-intervention (AB) comparisons (e.g. multiple-baseline designs, withdrawal/reversal designs, etc.). The flowchart can help researchers select the appropriate Tau-U variant to use based on their data and research questions. The flowchart is applied to two single-case experimental studies to demonstrate its use.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"9 1","pages":"99 - 114"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76752843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}