Child Language Teaching & Therapy最新文献_第5页

Effect of Sing and Speak 4 Kids: An Online Music-Based Speech and Language Learning Game for Children in Early Intervention 儿童唱与说的效果:早期干预儿童在线音乐语音和语言学习游戏

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2022-02-15 DOI: 10.1177/02656590221080308

Hayoung A. Lim, Erica M. Ellis, David Sonnenschein

{"title":"Effect of Sing and Speak 4 Kids: An Online Music-Based Speech and Language Learning Game for Children in Early Intervention","authors":"Hayoung A. Lim, Erica M. Ellis, David Sonnenschein","doi":"10.1177/02656590221080308","DOIUrl":"https://doi.org/10.1177/02656590221080308","url":null,"abstract":"Music-based speech language interventions have shown promise to support young children with autism, other speech and language deficits, and Dual Language Learners (also known as DLL, English Language Learners, or ELL). Online edtech learning programs may produce greater positive outcomes for children by including parents as mediators of the intervention. This study measured the preliminary effectiveness of Sing and Speak 4 Kids (SS4Kids), a music-based online speech and language development game, administered to 26 children ages 2–6 years old with or at risk for a diagnosis of autism, other speech and language deficits or DLL. The children were trained in early intervention settings across 4–6 sessions over a 2-week period in one of three group conditions: (a) teacher only in clinic; (b) parent only at home; (c) both teacher + parent. Measurement of verbal production of target words in pre- and post-training sessions showed that trained words significantly improved from pre-test to post-test Additionally, there was no effect of different group conditions (teacher only vs. parent only vs. both teacher + parent) on children's performance. Results suggest that the SS4Kids program is an effective music-based speech and language training method for supporting target word production in young children across a two week timespan. Importantly, the results also found that group conditions did not influence the improvement, confirming effectiveness of both clinic and home-based parent mediation. During a time when traditional in-person intervention services may be restricted, the current work provides cautious but emerging evidence of the effectiveness of an online edtech evidence-based practice to support the speech and language outcomes for a variety of children in early intervention.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"180 - 196"},"PeriodicalIF":1.0,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44523721","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: 4

Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists 向有语言障碍的青少年教授词汇:来自教师和语言治疗师的观点

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2022-02-01 DOI: 10.1177/02656590211064541

Hilary Lowe, L. Henry, Josephine Wallinger, V. Joffe

{"title":"Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists","authors":"Hilary Lowe, L. Henry, Josephine Wallinger, V. Joffe","doi":"10.1177/02656590211064541","DOIUrl":"https://doi.org/10.1177/02656590211064541","url":null,"abstract":"Children with language disorder frequently experience difficulties with vocabulary acquisition, and these difficulties often persist into adolescence. The literature indicates that clinical studies tend to investigate phonological-semantic approaches, whereas educational studies focus on the derivation of meaning within a literacy context. Little is known about whether the practices of speech and language therapists and teachers reflect these findings from the literature. The current paper reports on a survey which gathered information from speech and language therapists and mainstream secondary school teachers, about their current practice concerning vocabulary support for adolescents, aged 11–16, who have language disorder. An online questionnaire was distributed through teaching and speech and language therapy professional networks. The aim of the study was to establish which specific strategies were used in practice by speech and language therapists and mainstream secondary school teachers to teach vocabulary to adolescents with language disorder, and which strategies were the most effective. Responses were obtained from 127 speech and language therapists and 47 mainstream secondary school teachers in the UK. Speech and language therapists were more likely than mainstream secondary school teachers to teach phonological awareness and semantic feature analysis as strategies for developing vocabulary skills. Both professions used literacy-related strategies as well as strategies for independent word learning such as the derivation of meaning from morphology and context. Increased joint working and training opportunities would further develop the knowledge and skills of both mainstream secondary school teachers and speech and language therapists, enabling theoretically-grounded and relevant vocabulary support for this group of adolescents.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"95 - 114"},"PeriodicalIF":1.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43600552","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

Call for Papers for SPECIAL EDITION in Child Language Teaching and Therapy 儿童语言教学与治疗论文特刊征集

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2022-02-01 DOI: 10.1177/02656590221095762

J. Clegg, V. Joffe

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 : 2022-02-01 DOI: 10.1177/02656590221088645

N. Rabinowitz, N. Nicholson, Paul A. Miller, J. Samson, Wendy J. McCredie, J. Pérez

引用次数: 0

Higher-Level Language Strategy-Based Intervention for Poor Comprehenders: A pilot single case experimental design 基于高级语言策略的低水平理解者干预:个案试验设计

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2022-01-11 DOI: 10.1177/02656590211071003

K. Kelso, A. Whitworth, S. Leitão

{"title":"Higher-Level Language Strategy-Based Intervention for Poor Comprehenders: A pilot single case experimental design","authors":"K. Kelso, A. Whitworth, S. Leitão","doi":"10.1177/02656590211071003","DOIUrl":"https://doi.org/10.1177/02656590211071003","url":null,"abstract":"In contrast to the large body of research investigating intervention for poor decoding skills, far fewer studies have evaluated interventions for reading comprehension. There is even less research on children with more specific difficulties with reading comprehension, often referred to as “poor comprehenders”. Levels of effectiveness have varied for interventions targeting lower- and higher-level language, including inference making, on trained measures, with little transfer to generalised reading comprehension measures in both skilled and less-skilled readers. Outcomes have been more positive for poor comprehenders, however findings have been inconsistent as to which programme components have led to gains in reading comprehension. This pilot study utilised a case series design to explore whether a novel intervention targeting oral inference making and comprehension monitoring was effective in improving the targeted skills and reading comprehension of 11 children, aged 9;2–12;3 years, with average-for-age phonological and lower-level language skills but weak inferencing. All participants improved on the primary inference subtest post-intervention and continued to score higher at maintenance than at pre-intervention. Results on the remaining higher-level language tasks were more varied, as were the results for reading comprehension, with fewer participants demonstrating generalisation to these tasks, particularly the nonfiction texts. While the results are preliminary and descriptive, they suggest that improvements can be made in higher-level language in a 10-session intervention, and provide directions for future research.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"151 - 165"},"PeriodicalIF":1.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45823886","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

Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers 提高教师的课堂沟通技巧——衡量主流学校教师持续专业发展计划的效果

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2022-01-04 DOI: 10.1177/02656590211070997

Ketty Andersson, Olof Sandgren, Ida Rosqvist, Viveka Lyberg Åhlander, K. Hansson, B. Sahlén

{"title":"Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers","authors":"Ketty Andersson, Olof Sandgren, Ida Rosqvist, Viveka Lyberg Åhlander, K. Hansson, B. Sahlén","doi":"10.1177/02656590211070997","DOIUrl":"https://doi.org/10.1177/02656590211070997","url":null,"abstract":"Continued professional development (CPD), tailored to teachers’ needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers’ perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A percentage change score for changes between T1 and T2 was calculated, to compare the direct and delayed intervention tracks and assess any intervention effect. Results revealed no significant difference between the groups, i.e., the intervention had no effect on teacher self-reports. The teachers gave an overall positive evaluation of the CPD. Thematic analyses revealed continued need for professional development and insights into the reciprocal influence of student and teacher behaviour. The quantitative and qualitative results paint somewhat different pictures showing the need of mixed methods when analysing these kinds of data.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"166 - 179"},"PeriodicalIF":1.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48218309","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: 5

Achieving effective interprofessional practice between speech and language therapists and teachers: An epistemological perspective 在言语治疗师和教师之间实现有效的跨专业实践：一个认识论的视角

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2021-12-22 DOI: 10.1177/02656590211064544

Duana Quigley, Martine Smith

{"title":"Achieving effective interprofessional practice between speech and language therapists and teachers: An epistemological perspective","authors":"Duana Quigley, Martine Smith","doi":"10.1177/02656590211064544","DOIUrl":"https://doi.org/10.1177/02656590211064544","url":null,"abstract":"Interprofessional practice between speech and language therapists and teachers involve sharing knowledge and experiences to achieve a common goal of improving child outcomes. Although interprofessional practice has widespread support from both disciplines, it is not always easily implemented in day-to-day practice and numerous challenges have been documented. This study attempts to address these challenges through an epistemological perspective of interprofessional practice between teachers and speech and language therapists. Action research methodology was employed for this inquiry that spanned the duration of a school year. Data analysis placed an explicit focus on the experiences of interprofessional practice between the speech and language therapist and teachers, including an examination of how action was agreed and the processes underpinning collaborative working. An epistemological lens facilitated a more in-depth consideration of the diverse ways of knowing implicit in interprofessional practice and provided guidance on how to overcome the barriers, and realise the potential, of collaboration between speech and language therapists and teachers in daily practice. Four factors, rooted in an epistemological perspective, were generated from the analyses as core tenets of effective interprofessional practice. These included securing a participatory space; actively facilitating power-sharing; balancing the status of practical knowing with propositional knowing and anchoring interprofessional practice in collaboratively designed, practical activities that integrate ways of knowing. The former four factors, and their implications, offer concrete and practical direction for practitioners and educators on how to achieve effective interprofessional practice to help improve child outcomes collaboratively.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"126 - 150"},"PeriodicalIF":1.0,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48346396","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: 1

Book Review: Colourful semantics. A resource for developing children’s spoken and written language skills by NHS Forth Valley 书评：丰富多彩的语义。NHS Forth Valley开发儿童口语和书面语言技能的资源

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2021-11-29 DOI: 10.1177/02656590211062302

Alexis Doyle

引用次数: 0

Book Review: Palin parent-child interaction therapy for early childhood stammering by Kelman and Nicholas 书评:早期儿童口吃的佩林亲子互动疗法，作者:凯尔曼和尼古拉斯

IF 1 4区医学

Child Language Teaching & Therapy Pub Date : 2021-11-24 DOI: 10.1177/02656590211062304

B. Williams

引用次数: 0

Book Review: Young children’s foreign language anxiety: The case of South Korea by Kiaer, Morgan-Brown, and Choi 书评:《幼儿外语焦虑:以韩国为例》，作者:基尔、摩根-布朗和崔