Child Language Teaching & Therapy最新文献

{"title":"Family and child health centre characteristics associated with exposure to universal language and literacy promotion","authors":"AE Fäldt, N. Durbeej, HM Fabian","doi":"10.1177/02656590221119923","DOIUrl":"https://doi.org/10.1177/02656590221119923","url":null,"abstract":"Aims: This study investigated which specific socio-demographic characteristics of the family and child health service centre are associated with parents receiving a video guide. The video guide, intended to be offered universally, aimed at promoting language and literacy development. Methods: The video guide included language and literacy activities and was offered through child healthcare centres to all visiting families. Cross-sectional data were collected during three years through parental self-reported questionnaires when the children were three years old, and families of 2512 children were included. Results: In 60% of the families, none of the parents reported receiving the video guide, and in 84%, none of the parents reported that they had watched the video guide. Most of the parents who watched the video guide reported having tried the presented activities. Socio-demographic characteristics associated with parents having received the video guide were: being married or cohabiting, having a university education, or if the mother was native-born. The child's age when the video guide was initially offered and the child's birth order were also factors associated with parents having received the video guide. Conclusions: The results indicate that few parents overall received the video guide. Socio-economically advantaged parents seemed to have received the video guide to a higher extent.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"39 1","pages":"5 - 15"},"PeriodicalIF":1.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43713607","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}

{"title":"The Szenario-Kids: Psychometric properties of a novel, participation-oriented language assessment as determined in children and youth without communication deficits","authors":"Lea Plum, Ineke van der Meulen, F. Krzok, Rena Overbeck, W. van de Sandt-Koenderman, K. Willmes, F. Binkofski, S. Bruehl","doi":"10.1177/02656590221111346","DOIUrl":"https://doi.org/10.1177/02656590221111346","url":null,"abstract":"Background: Creating a holistic picture of children and youth who suffer from acquired aphasia or another (developmental) language disorders is very difficult due to missing diagnostic instruments covering participation. Szenario-Kids is a new diagnostic instrument to measure multimodal communication abilities in everyday life situations of children and youth aged 6 to 16 years. Aims: We aimed to examine feasibility and psychometric properties of the model-based Szenario-Kids in the healthy population, to build the basis for later test evaluation in the language-impaired patient group. Method: Szenario-Kids was administered to n  =  57 children and youth without communication deficits (mean age 9.16 years; German as native language). The diagnostic instrument was presented twice within two weeks, complemented by standardized diagnostic instruments to cover all communication modalities and enable correlation of performance between tests. Results: Data analysis showed good practicability, satisfying parallelism of test versions A and B (p  =  .098-.845), acceptable to excellent reliability (Cronbach's α  =  .781-.920) and high interrater reliability (ICC  =  .733-.960), very strong test-retest correlation (r  =  .736-.893) and moderate to strong concurrent validity (r  =  -.475-.611; p ≤ .01). Conclusions: The analysis of feasibility and psychometric properties revealed promising results for the group without communication deficits. Neurolinguistic underpinnings can be explained within our Multimodal Communication Model (MCM). Thus, the evaluation of Szenario-Kids in language-impaired children and youth is a next step.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"254 - 275"},"PeriodicalIF":1.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49572743","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}

{"title":"Call for Papers for SPECIAL EDITION in Child Language Teaching and Therapy","authors":"J. Clegg, V. Joffe","doi":"10.1177/0265659022459470","DOIUrl":"https://doi.org/10.1177/0265659022459470","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"121 - 121"},"PeriodicalIF":1.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44700603","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}

{"title":"Notes on Contributors June 2022","authors":"Hannah Krimm","doi":"10.1177/02656590221106369","DOIUrl":"https://doi.org/10.1177/02656590221106369","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"123 - 125"},"PeriodicalIF":1.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43173992","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}

{"title":"Efficacy of an integrated intervention with vocabulary and phonetic training for Mandarin-speaking children with developmental language disorders","authors":"Yuchun Chen, Wen-Jing Lin","doi":"10.1177/02656590221101180","DOIUrl":"https://doi.org/10.1177/02656590221101180","url":null,"abstract":"Background: Children with developmental language disorder (DLD) demonstrate deficits in vocabulary development and novel word learning processes, which have been proposed to stem from their speech perception deficits. Aims: This study had two aims. The first was to evaluate the efficacy of an intervention incorporating a computer-based phonetic training programme with rich and explicit vocabulary instruction. The second aim was to investigate the adjuvant treatment effect of phonetic training on word learning performance. Methods and procedures: The experimental group comprised 34 children with DLD aged 5–7 years, and the control group comprised another 15 children with DLD. All participants in the experimental group attended 1-h direct vocabulary instruction classes weekly for 9 weeks. They were also asked to play computer-based phonetic training games individually at home or school. Pre-post differences between groups in word definition and speech perception tasks were examined. The relationship between the experimental group's vocabulary learning performance and scores on the phonetic training games was examined using correlation analysis. Results: Between-group comparisons revealed that children in the experimental group exhibited significantly greater pre-post gains in word definition task than did the control group. Children in the experimental group performed better in the lexical tone posttest No improvement in the speech discrimination tasks was detected in the control group. Finally, correlation analyses indicated a positive relationship between the total number of phonetic games played and the pre-post gain in the word definition production task. The children's response accuracy in the lexical tone discrimination games was significantly correlated with the performance of the posttest tone discrimination task and the pre-post gain in the word definition task. Conclusions: The results of this study suggest that vocabulary intervention programmes incorporating speech perception training promote children's vocabulary and speech perception abilities. These findings can serve as evidence to support future school-based studies.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"288 - 302"},"PeriodicalIF":1.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43964505","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}

{"title":"Speech-language therapist and teacher knowledge of early literacy skills","authors":"Hannah Krimm","doi":"10.1177/02656590221101175","DOIUrl":"https://doi.org/10.1177/02656590221101175","url":null,"abstract":"Purpose: The purposes of this study were: (a) to compare speech-language therapists’ (SLTs’) and general education teachers’ perceived skill for providing early reading and writing instruction and (b) to compare SLTs’ and teachers’ knowledge of early reading and writing skills. Method: SLTs (n = 28) and general education teachers (n = 25) participated in this study. Participants completed a self-assessment of their own skill level for providing early reading and writing instruction and an objective measure of their knowledge of early reading and writing skills. Results: There was a significant difference between groups in self-assessment of current skill for delivering early reading and writing instruction; SLTs rated their own current skill as lower than teachers rated their own current skill. There was not a significant difference in knowledge of early reading and writing skills between SLTs and teachers. Conclusions: SLTs and teachers can benefit from continued professional development related to providing evidence-based reading and writing instruction. Because of their different perceptions of their own skills, professional development may need to be approached differently for SLTs and teachers. Future research will examine specific areas of knowledge strength and weakness for SLTs and teachers.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"276 - 287"},"PeriodicalIF":1.0,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44360616","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}

{"title":"Book Review: Treating selective mutism as a speech-language pathologist by Emily R Doll","authors":"N. Campbell","doi":"10.1177/02656590221100714","DOIUrl":"https://doi.org/10.1177/02656590221100714","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"322 - 323"},"PeriodicalIF":1.0,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44433888","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}

{"title":"Book Review: Communication and mental health disorders: Developing theory, growing practice by Caroline Jagoe and Irene P Walsh","authors":"C. Westwood","doi":"10.1177/02656590221091459","DOIUrl":"https://doi.org/10.1177/02656590221091459","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"320 - 321"},"PeriodicalIF":1.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48841792","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}

{"title":"A pilot study exploring the effectiveness of a whole-school intervention targeting receptive vocabulary in the early years: Findings from a mixed method study involving students as part of a practice-based research placement","authors":"Thomas Hopkins, Emily Harrison, Emily Coyne-Umfreville, Melanie Packer","doi":"10.1177/02656590221088210","DOIUrl":"https://doi.org/10.1177/02656590221088210","url":null,"abstract":"Studies that have examined whole-school interventions that target conceptual knowledge reveal characteristics that are important in the delivery of a deep processing approach to word learning. These consist of explicit instruction, play, and multi-sensory experiences that are situated within and repeated across varied contexts. Word Aware (WA) is an example of a vocabulary intervention that incorporates such features. This study examined the effectiveness of the Early Years version of the WA programme in supporting the development of vocabulary knowledge in a sample of 92 children comparing them to a control group of 31 children who received usual teaching. Student speech and language therapists supported the testing and delivery of a 10-week intervention as part of their clinical placement and were interviewed along with the teachers on their perceptions of the intervention and their experiences collaborating with staff to support the whole school delivery of the programme. Informal and standardised assessment scores of receptive vocabulary showed no significant difference in the overall improvement between both groups despite finding significant improvement within each group on words targeted for intervention. Qualitative thematic analysis revealed positive observations of child engagement with aspects of the programme that aimed to promote a deep processing of word meaning. Students reported an increased sense of confidence in their ability to collaborate with teaching staff and in their willingness to engage in research as part of their clinical practice. The ceiling effects reported in the outcome measures of both the intervention and control group suggest that the WA programme may be better suited to a sample of younger-aged children. The study provides original insight into the student experience of working in a whole-class environment whilst conducting practice-based research as part of clinical placement. The methodological limitations of this study are discussed along with suggestions for future research.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"212 - 229"},"PeriodicalIF":1.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45290584","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}

{"title":"Personal narrative intervention for school-age children with Down syndrome: A focus on macrostructure","authors":"Marleen F. Westerveld, Anne van Bysterveldt","doi":"10.1177/02656590221080306","DOIUrl":"https://doi.org/10.1177/02656590221080306","url":null,"abstract":"The ability to narrate past personal events is important for classroom participation and socio-emotional wellbeing. Although school-age children with Down syndrome show significant challenges producing personal event narratives, there is little research to guide personal narrative intervention. This study used a single subject experimental design to investigate the effectiveness of a personal narrative intervention program aimed at enhancing children's ability to include narrative elements when sharing a personal narrative. Eight children with Down syndrome participated in two intervention sessions a week over 7 weeks. Progress was measured as inclusion of narrative elements in response to three types of prompts: an open prompt, the child's own photo, and a generic photo of children engaged in a familiar activity. Parents completed a post-intervention survey to determine social validity and feasibility. Following intervention, five participants demonstrated significant progress on the open prompt, whereas three participants failed to make significant progress on any of the prompts. Although the results highlight the feasibility of the intervention and demonstrate the effectiveness for at least five of the participants, recommendations are provided to guide further work in this important area to help facilitate social inclusion for this group of children.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"197 - 211"},"PeriodicalIF":1.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45927151","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}