Child Language Teaching & Therapy最新文献

{"title":"Efficacy of treatment intensity in German-speaking children with childhood apraxia of speech","authors":"Sabine Leonhartsberger, E. Huber, German Brandstötter, R. Stoeckel, Becky S. Baas, C. Weber, D. Holzinger","doi":"10.1177/02656590211035156","DOIUrl":"https://doi.org/10.1177/02656590211035156","url":null,"abstract":"Motor learning principles guide treatment of childhood apraxia of speech (CAS). Previous studies found children to benefit from higher-intensity conditions; however, they did not control for the total amount of therapy time. The aims of the article are to examine the effects of high versus low treatment frequency in intervention for CAS in German-speaking children. An alternating single-subject design with multiple baselines was applied to compare frequent, short sessions with fewer, longer sessions in terms of speech production accuracy in four children with CAS while keeping the total therapy time constant. We administered a version of integral stimulation treatment. Despite inter-individual differences, changes under both treatment conditions showed similar positive trajectories for all four children. Untreated control targets also improved across participants and conditions. Maintenance and generalization to untreated targets were observed two weeks and three months post treatment, independent of treatment intensity. Our results show no significant advantage of more intensive treatment when the total therapy time is held constant. This study contributes to the evidence base for the use of integral stimulation in treating children with CAS, and in particular those who speak languages other than English.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"43 - 58"},"PeriodicalIF":1.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44198548","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":"Children’s experiences of their learning environment: Psychometric properties of a questionnaire evaluating classroom environment, activities and interactions","authors":"K. Brännström, S. Karjalainen, B. Sahlén, Ketty Andersson, Viveka Lyberg-Åhlander, Jonas Christensson","doi":"10.1177/02656590211050868","DOIUrl":"https://doi.org/10.1177/02656590211050868","url":null,"abstract":"The present study reports on the development of a questionnaire that evaluates children's experiences of their physical classroom environment, activities and interactions. It also explores the psychometric properties of the questionnaire and how acoustical characteristics of the classroom, class size and student characteristics (age, sex and Swedish as a second language) influence the self-reported outcomes. After development, the questionnaire name should read Activities and Interactions in the Classroom were administered to 101 students (7.9–10.7 years old). Demographic information about the students was collected from parents. The psychometric properties including test–retest reliability are good but can be improved by reducing the number of items. Acoustical characteristics of the classrooms and student characteristics did not predict questionnaire outcomes. As the acoustical conditions in students’ classrooms were close to optimal, communication fostering support should be in focus. The present questionnaire can be used to assess young students’ experiences of their classroom environment and learning situations.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"59 - 77"},"PeriodicalIF":1.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46790647","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":"Strategies in conveying information about unshared events using aided communication","authors":"Kirsi A. Neuvonen, Kaisa Launonen, Martine M. Smith, K. Stadskleiv, S. von Tetzchner","doi":"10.1177/02656590211050865","DOIUrl":"https://doi.org/10.1177/02656590211050865","url":null,"abstract":"Describing events may be challenging for any child, but children who use communication aids may face unique linguistic, pragmatic, and strategic challenges in conveying information with the communication means they have available. This study explores strategies used by young, aided communicators when describing the content of a video unknown to their communication partners. The participants of the study were 48 aided communicators (aged 5;3–15;2) from nine countries and seven language groups and their communication partners (parents, professionals, and peers) who used natural speech. Descriptive and statistical analyses were utilized to investigate the relationships between individual characteristics, linguistic and non-linguistic factors, linguistic strategies, and performance in conveying the content of the video event. Analyses of the 48 videotaped interactions revealed the use of a variety of linguistic elements and multimodal strategies, demonstrating both creativity and challenges. Success in relaying messages was significantly related to age, mode of communication, and individual profiles, such as everyday communication functioning and comprehension of grammar. Measures of receptive vocabulary and non-verbal reasoning were not significantly related to communicative success. The use of shared context and negotiation of meaning of potentially ambiguous utterances demonstrate the shared responsibility of disambiguation and meaning construction in interactions involving aided and naturally speaking communicators.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"78 - 94"},"PeriodicalIF":1.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41425045","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":"Phonological awareness intervention using a standard treatment protocol for individuals with Down syndrome","authors":"Alison Hessling Prahl, Ragan Jones, C. Melanie Schuele, S. Camarata","doi":"10.1177/02656590211033013","DOIUrl":"https://doi.org/10.1177/02656590211033013","url":null,"abstract":"This multiple baseline across-participants single case desgin study examined the effect of small group, phonological awareness intervention on the phonological awareness skills of three school-age children with Down syndrome. Each child with Down syndrome was paired with a typical peer to participate in small group intervention, three sessions per week for seven weeks. Lessons from a single unit in the Intensive Phonological Awareness Program were adapted to incorporate repeated exposure to the curriculum and increased opportunities for practice. A functional relation between the intervention and improved phonological awareness skills was not established based on visual analysis of the probe data across the three participants. However, an increasing therapeutic trend following delayed treatment effects as well as an increase in phase means from baseline to intervention was observed for each participant. This investigation provides preliminary guidance for adapting phonological awareness standard treatment protocols for children with Down syndrome by providing repeated opportunities for practice and including peers in small group intervention.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"22 - 42"},"PeriodicalIF":1.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42265388","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 effect of workshop training on rater variability in children’s oral narrative assessment","authors":"Ava Karusoo-Musumeci, W. Pearce, Michelle Donaghy","doi":"10.1177/02656590211023839","DOIUrl":"https://doi.org/10.1177/02656590211023839","url":null,"abstract":"Oral narrative assessments are important for diagnosis of language disorders in school-age children so scoring needs to be reliable and consistent. This study explored the impact of training on the variability of story grammar scores in children’s oral narrative assessments scored by multiple raters. Fifty-one speech pathologists and 19 final-year speech pathology students attended training workshops on oral narrative assessment scoring and analysis. Participants scored two oral narratives prompted by two different story stimuli and produced by two children of differing ages. Demographic information, story grammar scores and a confidence survey were collected pre- and post-training. The total story grammar score changed significantly for one of the two oral narratives. A significant effect was observed for rater years of experience and the change in total story grammar scores post training, with undergraduate students showing the greatest change. Two story grammar elements, character and attempt, changed significantly for both stories, with an overall trend of increased element scores post-training. Confidence ratings also increased post-training. Findings indicated that training via an interactive workshop can reduce rater variability when using researcher-developed narrative scoring systems.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"8 - 21"},"PeriodicalIF":1.0,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02656590211023839","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44884861","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":"CLTT Special Issue October 2021 Editorial","authors":"Sara Friel, Victoria L. Joffe, J. Clegg","doi":"10.1177/02656590211053068","DOIUrl":"https://doi.org/10.1177/02656590211053068","url":null,"abstract":"This special Issue of Child Language Teaching and Therapy (CLTT) is dedicated to the theme of language and literacy which intersects the work of educators including teachers and speech and language therapist/pathologists (henceforth SLT/P). It is going to press at a time when the world is still in the shadow of a global pandemic, the effects of which have been felt in every domain of our personal, social and professional lives. The editorial board is indebted to the tireless support of our peer reviewers and to the patience and tenacity of our international authors whose scholarship we are delighted to share in this Special Issue. This issue comprises eight papers from both speech and language therapy and education from a range of countries: Australia; Canada; South Africa and the USA Literacy, and especially literacy instruction, is a topic that unites teachers and speech and language therapists/pathologists in a unique way. However, the past few decades have seen divergent approaches in literacy instruction which have impacted opportunities for collaborative practice in the classroom. Whole language / Balanced Literacy advocates have suggested literacy instruction should prioritize meaning as a starting point to learning to read. Conversely, educators who support a more explicit, systematic phonics instruction approach suggest that learners first need to “crack the code” (Snow, current issue) to embark on a successful, literate career. In this special issue there is a strong consensus amongst all eight papers that the conceptual framework laid out in the Simple View of Reading (Gough and Tunmer, 1986) offers the most compelling explanatory roadmap for literacy development and instruction. In her review SOLAR: The Science of Language and Reading, Pamela Snow offers a detailed and unambiguous account of the bidirectional links between oral language and written language development. She clearly outlines the influence that the foundational skills of semantics, syntax and pragmatics bring to bear not only on emergent literacy skill in the preschool and early school years but throughout the entire scholastic trajectory into post education and employment years. Many educators will be familiar with Hollis Scarborough’s Reading Rope (Scarborough, 2001) describing the strands of language development and word recognition woven into the ‘rope’ of skilled reading. Snow’s visual metaphor of “The Language House” is another helpful image that reminds us of the foundational language skills that underpin literacy development. In addition, this diagram invites us to think beyond essentialist, individual factors of the learner and instead consider broader psychological, emotional and systemic, contextual factors that influence the development of oral language and written language. Snow reminds us that access to high quality literacy instruction is a determinant of health and wellbeing and, thus inadequate literacy instruction a major contributor to social inequity","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"219 - 221"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42783317","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: Language disorders in bilingual children and adults","authors":"Amy L Pearce","doi":"10.1177/02656590211018934","DOIUrl":"https://doi.org/10.1177/02656590211018934","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"211 - 212"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02656590211018934","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49063800","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: Phonics for pupils with special educational needs Books 1-7 by A. Sullivan","authors":"Helen Pollon","doi":"10.1177/02656590211051852","DOIUrl":"https://doi.org/10.1177/02656590211051852","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"355 - 366"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46238709","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 preliminary evaluation of a manualised intervention to improve early literacy skills in children with Developmental Language Disorder","authors":"Anna Louise Taylor, S. Calder, Simmone Pogorzelski, Lauren Koch","doi":"10.1177/02656590211052001","DOIUrl":"https://doi.org/10.1177/02656590211052001","url":null,"abstract":"Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A retrospective cohort comparison was used to evaluate whether there was an observable effect of a manualised Tier 1 intervention compared to ‘business-as-usual’ on early literacy skills for children with DLD. Participants were 140 children attending a specialised education program with equivalent oral language skills and alphabetic knowledge at baseline. After 18 months formal literacy intervention, both groups were assessed on measures of early literacy skills. The differences between group means on all measures favoured the manualised intervention group, and they performed significantly better on a measure of nonword reading fluency. The findings indicate that a manualised Tier 1 intervention may be advantageous for children with DLD in developing proficiency in phonological recoding. This research contributes to the sparse evidence-base supporting the implementation of Tier 1 interventions for at risk populations, and findings warrant future research using experimental designs with tighter controls.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"321 - 336"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46678996","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":"Exploring spelling ability in school-aged children with literacy learning difficulties using data collected in a clinical setting","authors":"B. Bailey, Kalaichelvi Ganesalingam, J. Arciuli, Gillian Bale, Suzi Drevensek, M. Hodge, Carol Kass, N. Ong, Rebecca Sutherland, N. Silove","doi":"10.1177/02656590211019446","DOIUrl":"https://doi.org/10.1177/02656590211019446","url":null,"abstract":"Spelling analyses can be used to investigate sources of linguistic knowledge underlying children’s literacy development and may be useful in predicting later achievement. This study explored the utility of six analysis metrics in predicting the spelling achievement of school-aged children with literacy learning difficulties via post-hoc analyses of data collected in a clinic. Participants were 48 children aged 7 to 12 years. Spelling accuracy was assessed using the Dalwood Spelling Test (Dalwood Assessment Centre, 2008) at baseline and 37–70 weeks later. Spelling attempts at baseline were analysed using metrics designed to quantify evidence of phonological, orthographic, and/or morphological awareness. Scores from each metric were associated with baseline and later conventional spelling accuracy. A metric which credits evidence of phonological, orthographic and morphological awareness shared a significantly stronger association with baseline conventional spelling accuracy as compared to the remaining metrics. There were no significant differences in the strength of associations among the baseline metrics and later spelling achievement. Supplementary analyses focused exclusively on children’s spelling errors returned a similar pattern of results with a few notable exceptions. The utility of spelling analyses is discussed.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"264 - 278"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02656590211019446","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45305439","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}