Child Language Teaching & Therapy最新文献_第10页

Bi-directional communication journals as a method of caregiver support during speech and language intervention: A pilot study 双向交流期刊作为言语和语言干预期间照顾者支持的方法:一项试点研究

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2020-06-01 DOI: 10.1177/0265659020939303

Christina Yeager Pelatti, Alison Martino, Kaitlyn P. Wilson

{"title":"Bi-directional communication journals as a method of caregiver support during speech and language intervention: A pilot study","authors":"Christina Yeager Pelatti, Alison Martino, Kaitlyn P. Wilson","doi":"10.1177/0265659020939303","DOIUrl":"https://doi.org/10.1177/0265659020939303","url":null,"abstract":"The purpose of this study was to determine whether the inclusion of a bi-directional communication journal between caregivers and student clinicians during a five-week summer preschool programme impacted caregivers’ perceptions and had a positive impact on their children’s language development. This study included a mixed methods design. Child participants (mean age = 4 years, 4 months) were assigned to one of four classrooms; two classrooms served as control classrooms (n = 12 children), and two participated in the journal intervention (n = 15 children). Quantitative and qualitative data were collected through questionnaires reflecting caregivers’ perceptions of the speech and language environment and their children’s language development at the start and end of the programme. Quantitative results revealed a significant main effect of time regarding caregivers’ perceptions of their child’s language development. Thematic analysis of narrative questionnaire responses revealed three core themes including: improved communication between caregivers and student clinicians, insight about child’s routines, and application in the home environment. Overall, the results of this pilot study offer preliminary support for the use of bi-directional communication journals as a method of supporting preschoolers’ growth in speech and language skills through caregiver involvement.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"36 1","pages":"127 - 139"},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020939303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43460623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Erratum to Háblame Bebé: A phone application intervention to support Hispanic children’s early language environments and bilingualism 哈基·贝贝的勘误表：支持西班牙裔儿童早期语言环境和双语的电话应用干预

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2020-06-01 DOI: 10.1177/0265659020927161

引用次数: 0

Review June 2020 2020年6月

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2020-06-01 DOI: 10.1177/0265659020941983

Alwis

引用次数: 0

Evaluation of an explicit vocabulary teaching intervention for children learning English as an additional language in primary school 小学英语附加语儿童显性词汇教学干预的评价

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2020-05-20 DOI: 10.1177/0265659020925875

C. Dixon, Jennifer M. Thomson, Silke Fricke

{"title":"Evaluation of an explicit vocabulary teaching intervention for children learning English as an additional language in primary school","authors":"C. Dixon, Jennifer M. Thomson, Silke Fricke","doi":"10.1177/0265659020925875","DOIUrl":"https://doi.org/10.1177/0265659020925875","url":null,"abstract":"Many children learning English as an additional language (EAL) possess lower levels of English vocabulary knowledge relative to their non-EAL English-speaking peers. Longitudinal work suggests that this group discrepancy does not decrease markedly over time as a result of regular classroom teaching. Twelve EAL learners with English vocabulary weaknesses took part in a low-intensity, 10-week vocabulary intervention. Working one-to-one with speech and language therapy students, children took part in weekly activities designed to promote receptive and productive knowledge of 20 target words within the Tier-2 vocabulary category. When assessed on a bespoke word knowledge assessment, children made statistically significant gains between pretest and posttest in both receptive and productive knowledge of taught words, and maintained this knowledge six months later. Multi-component explicit vocabulary instruction offering opportunities for active engagement and discussion is thus presented as one potentially effective means of promoting the Tier-2 vocabulary knowledge of EAL learners in primary school in England.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"36 1","pages":"108 - 91"},"PeriodicalIF":1.0,"publicationDate":"2020-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020925875","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46509893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Perceived quality of parent–child relationships by Chinese primary school students: The role of parents’ education and parent–child literacy activities 中国小学生的亲子关系感知质量：父母教育和亲子识字活动的作用

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2020-04-23 DOI: 10.1177/0265659020915943

Shifeng Li, Nan Nan, Qiongying Xu, Jiayue Li

{"title":"Perceived quality of parent–child relationships by Chinese primary school students: The role of parents’ education and parent–child literacy activities","authors":"Shifeng Li, Nan Nan, Qiongying Xu, Jiayue Li","doi":"10.1177/0265659020915943","DOIUrl":"https://doi.org/10.1177/0265659020915943","url":null,"abstract":"Previous studies have revealed that the perceived quality of the parent–child relationship is essential for both physical health and psychological well-being. However, most studies have treated the perceived quality of this relationship as an independent variable. In this study, we considered it a dependent variable and examined the role of parents’ education and parent–child literacy activities on children’s perceived quality of the parent–child relationship. One hundred and eighty-six Chinese primary school students and their parents from low socioeconomic backgrounds participated in this study. Parents’ educational level and the parent–child literacy activity status were assessed based on parents’ reports, whereas parent–child relationships were assessed based on children’s reports. Results showed that parents’ educational level positively correlated with the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. There was also a significant positive correlation between the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. Further analyses showed that the frequency of parent–child literacy activities mediated the connection between parents’ educational level and children’s perceived quality of the parent–child relationship. These results suggest that boosting the frequency of parent–child literacy activities may be a useful strategy for facilitating the parent–child relationship.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"36 1","pages":"79 - 89"},"PeriodicalIF":1.0,"publicationDate":"2020-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020915943","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48874312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Teenage mothers’ language use during shared reading: An examination of quantity and quality 青少年母亲在共享阅读中的语言使用：数量和质量的检验

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2020-02-01 DOI: 10.1177/0265659020903769

Amy Scott, Brigid C McNeill, Anne van Bysterveldt

{"title":"Teenage mothers’ language use during shared reading: An examination of quantity and quality","authors":"Amy Scott, Brigid C McNeill, Anne van Bysterveldt","doi":"10.1177/0265659020903769","DOIUrl":"https://doi.org/10.1177/0265659020903769","url":null,"abstract":"This study investigated the impact of an emergent literacy intervention on the language quality and quantity used during shared reading interactions of 14 teenage mothers (M = 19;9, SD = 1;3) and their young children (M = 2;1, SD = 0;8). Mothers participated in a seven-week emergent literacy intervention focused on a range of behaviours they could use to enhance shared reading interactions with their children. A pre-post single group (no control/comparison group) research design was used to evaluate intervention effects on language use. Results demonstrated a significant intervention effect on most aspects of language quality and quantity measured. Number of total words, total utterances and number of different words demonstrated a statistically significant increase for both mothers and children; mothers used more rare-sophisticated words; and children used more different types of word classes. Context of talk for mothers also showed significant growth in areas of description and prediction/explanation. Results provide considerations for designing parent-focused interventions to effectively target both literacy and language development in children from at-risk populations.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"36 1","pages":"59 - 74"},"PeriodicalIF":1.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020903769","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45524517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

E-books for children with autism: Best read alone or with a therapist? 自闭症儿童的电子书:最好是独自阅读还是与治疗师一起阅读?

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2020-02-01 DOI: 10.1177/0265659020903795

Erin E. Soares, Theres Miller, Kathleen Ciffone, Kirsten Read

{"title":"E-books for children with autism: Best read alone or with a therapist?","authors":"Erin E. Soares, Theres Miller, Kathleen Ciffone, Kirsten Read","doi":"10.1177/0265659020903795","DOIUrl":"https://doi.org/10.1177/0265659020903795","url":null,"abstract":"Children with autism spectrum disorder (ASD) seemingly prefer tablets to other methods of intervention, though professionals posit that a therapist’s presence is beneficial. In this experiment, two unique e-stories were created specifically for children with ASD. Ten children with low- or nonverbal ASD heard each story presented on an iPad; one narrated through the iPad, and one read by a therapist trained in Applied Behavioral Analysis (ABA). The within-participants design enabled researchers to measure the individual benefit of each type of story reading. After hearing each book, participants were tested on their comprehension via multiple choice, sequencing, and open-ended questions. Results indicated that the ideal condition for these young children with low- and nonverbal ASD was the therapist-read condition. These findings suggest that simple stories presented on a rewarding platform, with the minimally intrusive assistance of a therapist, provide young, verbally-challenged children with ASD with a foundation for receiving the benefits of shared storybook reading.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"36 1","pages":"19 - 32"},"PeriodicalIF":1.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020903795","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44819962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Comparing embedded and non-embedded visual scene displays for one adult diagnosed with autism spectrum disorder: A clinical application of single case design 一名被诊断为自闭症谱系障碍的成年人的嵌入式和非嵌入式视觉场景显示的比较：单例设计的临床应用

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2020-02-01 DOI: 10.1177/0265659019884111

Jolene K Hyppa-Martin, Angela M Stromberg, Mo Chen, M. Mizuko

{"title":"Comparing embedded and non-embedded visual scene displays for one adult diagnosed with autism spectrum disorder: A clinical application of single case design","authors":"Jolene K Hyppa-Martin, Angela M Stromberg, Mo Chen, M. Mizuko","doi":"10.1177/0265659019884111","DOIUrl":"https://doi.org/10.1177/0265659019884111","url":null,"abstract":"This study provides an example of using single case experimental design to guide data-driven, low-inference interventions for an individual using customized displays on a speech-generating device and can serve as an example for interventionists who need to compare intervention strategies to identify approaches that are most appropriate for a specific learner. This study compared the performance of locating vocabulary in embedded and non-embedded visual scene displays (VSDs) on a speech-generating device by one 19-year-old male diagnosed with autism spectrum disorder. A single case experimental alternating treatment design was applied and the participant was taught to locate 48 vocabulary items that were equally divided among eight VSDs (i.e. four embedded and four non-embedded VSDs, each containing six vocabulary items). Accuracy and latency data for locating target VSDs and vocabulary items were measured over 12 intervention sessions and one maintenance session. Results show that the participant was initially more accurate and faster in locating vocabulary among embedded VSDs, when compared to non-embedded VSDs. However, over the course of 12 intervention sessions and the maintenance session, his performance became similar among both embedded and non-embedded VSDs. Implications regarding the clinical utility of the single case alternating treatment design and limitations are discussed.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"36 1","pages":"18 - 3"},"PeriodicalIF":1.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659019884111","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43891405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Notes on contributors for October 2019 关于2019年10月供款人的说明

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2019-10-01 DOI: 10.1177/0265659019878279

引用次数: 0

Notes on contributors 贡献者说明

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2019-09-20 DOI: 10.2307/j.ctvpbnn5q.14

P. Snow

引用次数: 0