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Complex syntax input: A single case investigation of increasing preschool teachers’ complement clauses in play interactions Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2024-02-27 Laurel Teller, C Melanie Schuele
This study investigated the feasibility of a vocabulary-based teacher intervention to increase preschool teachers’ production of complement clauses (e.g. I wonder if we can put the monkey in the tree) in teacher–children play interactions. Using a multiple baseline across participants design we measured the impact of an intervention that promoted preschool teachers’ production of four complement clause
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Early childhood educator and director experiences of speech pathology-led professional development: A qualitative study Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2024-02-21 Sera Nur Birro, Heather Faulkner, Alison Britton, Emma Campbell, Fiona Aghajanian, Alicia Horesh, Vanessa Lau, Natalie Munro, Patricia McCabe, Sarah Masso
Background: Quality early childhood interactions, especially quality adult–child interactions, are known to form the foundation of future skills associated with social, academic and communicative development. Speech-language therapists (SLTs) can engage with educators in professional development to improve communication environments for children. Understanding the perspectives of early childhood directors
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Collaborative working between speech and language therapists and teaching staff in mainstream UK primary schools: A scoping review Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2024-02-19 Alys Mathers, Nicola Botting, Rebecca Moss, Helen Spicer-Cain
Support for school-age children with speech, language and communication needs (SLCN) usually takes place within the school setting. Successful outcomes for children with SLCN rely on effective collaborative working between speech and language therapists (SLTs), school staff and families. We need to understand the current evidence regarding the joint working practices, relationships and collaboration
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Dynamic assessment of narratives: Case studies of bilingual Filipino kindergarteners with language difficulties Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2024-02-05 Anne Laurie, Diane Pesco
The goal of the present study was to investigate the performance of four Filipino–English bilingual kindergarteners with language difficulties on a dynamic assessment of English narratives. Using a multiple case-study design, we examined the children's modifiability by detailing their responsiveness, level of skill transfer, and the amount and type of effort the examiner expended during two mediation
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Enhancing children's emotional regulation and social communication through group intervention – evidence of impact in an Irish outpatient Child and Adolescent Mental Health Service Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2024-01-31 Deirdre MacEvilly, Katie Maguire, Geraldine Brosnan, Louise Gaffney
In the last decade, Child and Adolescent Mental Health Services (CAMHS) have observed an unprecedented rise in young children presenting with suicidal ideation, needing urgent assessment and treatment. Once stabilised, CAMHS professionals often refer these children to speech and language therapists (SLTs) for assessment of and support for their social-emotional skills. The Secret Agent Society (SAS)
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The effects of practice-based coaching and scripted supports on teachers’ implementation of shared book reading strategies Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2024-01-31 Lindsay Dennis, Jennifer Eldridge, Taryn Wade, Audrey Robbins, Maria Larkin, Erika Fundelius
High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching (PBC) paired with scripted supports on teachers’ use of shared book reading strategies. The primary dependent variable was percentage of strategies correctly implemented; the secondary dependent variable was expressive and receptive
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“Feeling our way around in the dark” AAC team collaboration in the context of service change: Special education teachers’ perceptions Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2024-01-31 Sinead Moore Ramirez, Yvonne Lynch
Team collaboration is an essential component of augmentative and alternative communication (AAC) services that directly impacts outcomes for students in special schools. Given the central role of the Special Education Teacher (SET) in the AAC team, there is a need to explore and understand SETs’ perceptions to support effective team collaboration. This study explored the perceptions of SETs on team
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Teacher's practice and perception of the influence of stories during preschool child development: A cross-sectional study from ethnically diverse South Indian city Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2024-01-31 Aparna Prasanna, Malavika Anakkathil Anil, Gagan Bajaj, Jayashree S. Bhat
Stories constitute a significant part of the Indian preschool curriculum due to their various benefits in preschool child development. However, the teachers’ practice of stories and their perception regarding the influence of stories on preschool child development are vital determining factors in the benefit preschoolers receive from stories. The global concern for providing quality education for preschool
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Predicting literacy development and risk in Spanish-English bilingual first graders Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2023-04-09 Lisa M Bedore, Elizabeth D Peña, Penelope Collins, Christine Fiestas, Mirza Lugo-Neris, Elisa Barquin
Purpose: There are well-established links between oral language and reading development in monolingual English-speaking children that are associated with literacy outcomes. Oral language, defined r...
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Response to intervention services for preschool children with developmental language disorder: Opinions of school and health care service professionals and managers Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2023-04-05 Élody Ross-Lévesque, Emmanuelle Careau, Chantal Desmarais
Background. Children with developmental language disorder (DLD) are less prepared for school than typically developing children and are therefore at risk for academic, social, and behavioral diffic...
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Iconic gestures support novel word learning in multilingual students with SLCN in classrooms Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2023-04-02 Nathalie Frey, Carina Lüke
Learning academic vocabulary is a crucial task for all students, but especially challenging for students with speech, language, and communication needs (SLCN) and those who are multilingual. Follow...
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Language development of Chinese-speaking hearing-impaired children: The roles of home literacy resources and shared book reading Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2023-02-22 Yi-Chih Chan
The present study aimed to explore the specific components of home literacy resources (HLR) and parental behaviours during shared book reading (SBR) that may contribute to the language development ...
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Retelling stories: The validity of an online oral narrative task Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2023-02-20 Gail Gillon, Brigid McNeill, Amy Scott, Megan Gath, Marleen Westerveld
This study examined the validity of data collected from a novel online story retell task. The task was specifically designed for use by junior school teachers with the support of speech–language th...
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Parents’ vocabulary instruction with preschoolers during shared book reading Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2023-01-18 Arnold Olszewski, Rachel Lynell Hood
Dialogic reading during shared book reading between adults and children is an effective way to promote vocabulary acquisition. However, there is limited research on what strategies parents are spon...
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Children with language disorder as friends: Interviews with classroom peers to gather their perspectives Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-11-28 Lenka Janik Blaskova, Jenny L Gibson
Language disorder (LD) is a common childhood condition affecting language development, which can in turn impact children's peer relationships. Although most children with LD are included in mainstr...
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Graphogame intervention as a tool for early diagnosis of reading difficulties in Spanish-speaking children with developmental language disorder Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-11-15 Camila Martínez, Natasha Maurits, Ben Maassen
GraphoGame is a computer-based game that trains grapheme-to-phoneme associations and has been shown to benefit reading acquisition in different languages and countries. In transparent languages, su...
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Family and child health centre characteristics associated with exposure to universal language and literacy promotion Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-08-10 AE Fäldt, N Durbeej, HM Fabian
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, in...
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Inhibition in preschool children at risk of developmental language disorder Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-07-05 Sheila Thomas, Nicholas J Shipp, Nuala Ryder
It has been hypothesised that executive function deficits, specifically inhibition difficulties, may play a central role in Developmental Language Disorder (DLD). The presented study compared the r...
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The Szenario-Kids: Psychometric properties of a novel, participation-oriented language assessment as determined in children and youth without communication deficits Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-07-03 Lea Plum, Ineke van der Meulen, Franziska Krzok, Rena Overbeck, W Mieke E van de Sandt-Koenderman, Klaus Willmes, Ferdinand Binkofski, Stefanie Bruehl
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 ...
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Efficacy of an integrated intervention with vocabulary and phonetic training for Mandarin-speaking children with developmental language disorders Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-05-13 Yuchun Chen, Wen-Jing Lin
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 ...
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Speech-language therapist and teacher knowledge of early literacy skills Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-05-11 Hannah Krimm
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 ...
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The role of self-perceived academic competence in children with childhood-onset fluency disorder Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-04-27 Anastasia Nousia, Maria Martzoukou, Vassiliki Siafaka
The aim of the present study was to investigate the five different components of self-perception (academic competence, social acceptance, athletic competence, physical appearance and school behavior), and to identify the dimensions that affect self-esteem in children with Childhood onset Fluency Disorder (CoFD). The study sample consisted of thirty children with CoFD and, as controls, thirty children
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Book Review: Communication and mental health disorders: Developing theory, growing practice by Caroline Jagoe and Irene P. Walsh Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-04-11 Claire Westwood
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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 Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-03-15 Thomas Hopkins, Emily Harrison, Emily Coyne-Umfreville, Melanie Packer
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
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Personal narrative intervention for school-age children with Down syndrome: A focus on macrostructure Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-02-15 Marleen F Westerveld, Anne K van Bysterveldt
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
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Effect of Sing and Speak 4 Kids: An Online Music-Based Speech and Language Learning Game for Children in Early Intervention Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-02-15 Hayoung A. Lim, Erica M. Ellis, David Sonnenschein
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
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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-02-07 Hilary Lowe, Lucy Henry, Josephine Wallinger, Victoria Joffe
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
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Call for Papers for SPECIAL EDITION in Child Language Teaching and Therapy Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-02-01 Judy Clegg,Victoria L Joffe
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The Journal of Child Language Teaching and Therapy, November 2021 Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-02-01 Shelley Hornberger
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Higher-Level Language Strategy-Based Intervention for Poor Comprehenders: A pilot single case experimental design Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-01-11 Katrina Kelso, Anne Whitworth, Suze Leitão
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
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Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2022-01-04 Ketty Andersson, Olof Sandgren, Ida Rosqvist, Viveka Lyberg Åhlander, Kristina Hansson, Birgitta Sahlén
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)
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Achieving effective interprofessional practice between speech and language therapists and teachers: An epistemological perspective Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-12-22 Duana Quigley, Martine Smith
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
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Book Review: Colourful semantics. A resource for developing children’s spoken and written language skills by NHS Forth Valley Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-11-29 Alexis Doyle
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CLTT Special Issue October 2021 Editorial Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-11-25 Sarah Friel, Victoria Joffe, Judy Clegg
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,
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Book Review: Palin parent-child interaction therapy for early childhood stammering by Kelman and Nicholas Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-11-24 Bradley Williams
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Book Review: Young children’s foreign language anxiety: The case of South Korea by Kiaer, Morgan-Brown, and Choi Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-11-20 Şevket Özdemir
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Efficacy of treatment intensity in German-speaking children with childhood apraxia of speech Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-11-12 Sabine Leonhartsberger, Eva Huber, German Brandstötter, Ruth Stoeckel, Becky Baas, Christoph Weber, Daniel Holzinger
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
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STRATEGIES IN CONVEYING INFORMATION ABOUT UNSHARED EVENTS USING AIDED COMMUNICATION Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-11-10 Kirsi A. Neuvonen, Kaisa Launonen, Martine M. Smith, Kristine Stadskleiv, Stephen von Tetzchner
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
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Children’s experiences of their learning environment: Psychometric properties of a questionnaire evaluating classroom environment, activities and interactions Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-11-10 Karl Jonas Brännström, Suvi Karjalainen, Birgitta Sahlén, Ketty Andersson, Viveka Lyberg-Åhlander, Jonas Christensson
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
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A preliminary evaluation of a manualised intervention to improve early literacy skills in children with Developmental Language Disorder Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-11-01 Anna Louise Taylor, Samuel David Calder, Simmone Pogorzelski, Stagoll Lauren Koch
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
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Book Review: Phonics for pupils with special educational needs Books 1-7 by A. Sullivan Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-10-01 Helen Pollon
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Phonological awareness intervention using a standard treatment protocol for individuals with Down syndrome Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-08-08 Alison Hessling Prahl, Ragan Jones, C Melanie Schuele, Stephen Camarata
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
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The effect of workshop training on rater variability in children’s oral narrative assessment Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-06-27 Ava Karusoo-Musumeci, Wendy M Pearce, Michelle Donaghy
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
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Exploring spelling ability in school-aged children with literacy learning difficulties using data collected in a clinical setting Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-06-08 Benjamin Bailey, Kalaichelvi Ganesalingam, Joanne Arciuli, Gillian Bale, Suzi Drevensek, Marie Antoinette Hodge, Carol Kass, Natalie Ong, Rebecca Sutherland, Natalie Silove
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
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Exploring parents’ experiences: Parent-focused intervention groups for communication needs Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-05-31 Barbara Moseley Harris
Perceptions of a convenience sample of 10 parents (one father, nine mothers) who had completed one or more group-based, parent-focused interventions for their children’s communication needs were explored during semi-structured interviews. Nine different intervention groups (EarlyBird programmes, early communication skills training, or Makaton training) were discussed. Inductive and grounded theory
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The effects of dialogic reading on the expressive vocabulary of pre-school aged children with moderate to severely impaired expressive language skills Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-05-30 Wanda R Ramsey, Kristen Bellom-Rohrbacher, Terry Saenz
The purpose of this study was to investigate the effects of dialogic reading on the expressive vocabulary skills of children with moderate to severe expressive impairments. Previous research has shown positive effects of dialogic reading on the language skills of children who are typically developing and on children who are at-risk for language delays. However, there is limited research indicating
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Book Review: Language disorders in bilingual children and adults Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-05-31 Amy L Pearce
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Evidence for complementary effects of code- and knowledge-focused reading instruction Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-05-13 Meghan Vollebregt, Jana Leggett, Sherry Raffalovitch, Colin King, Deanna Friesen, Lisa MD Archibald
There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study
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Outcomes of a training video on the shared reading behaviours of caregivers and children Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-04-12 Tarryn Coetzee, Sharon Moonsamy, Joanne Neille
Despite evidence supporting the implementation of book sharing interventions, few studies have examined the value of providing caregiver training in these contexts. This study draws on the quantitative findings of a larger project that employed a non-randomized comparison group crossover repeated measures design as part of a mixed research approach. The goal of the study was to determine the outcome
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Investigating the effectiveness of parent-implemented shared book reading intervention for preschoolers with ASD Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-03-08 Marleen F. Westerveld, Rachelle Wicks, Jessica Paynter
Children diagnosed with autism spectrum disorder (ASD) are at increased risk of persistent language and literacy difficulties. This study investigated the effectiveness of an 8-week parent-implemented shared book reading intervention designed to change parent and child book reading behaviours. Sixteen parents and their preschoolers on the autism spectrum participated. Nine parents were randomly allocated
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How are speech sound disorders perceived among children? A qualitative content analysis of focus group interviews with 10–11-year-old children Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-03-03 Camilla Nilsson, Jill Nyberg, Sofia Sofia Strömbergsson
The aims of this study were to identify children’s reactions towards speech sound disorders (SSD) in other children and whether these reactions can be related to specific speech characteristics. Six audio samples, each containing minute-long resumes of short animated film by five children with SSDs and one child with typical speech (TS), aged 5–9 years, were played back to 17 10–11-year-olds, during
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Dual-qualified teachers and speech-language therapists reflect on preparation and practice in school-based language and literacy Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-03-03 Emina J McLean, Pamela C Snow, Tanya A Serry
Internationally, professional bodies are increasingly recognizing a role for speech-language therapists (SLTs) in identifying and supporting students who struggle with literacy. Although some guidelines have been developed to support this work, little is understood about the overlapping, but distinctive knowledge bases claimed by SLTs and teachers with respect to reading instruction and provision of
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Examining the validity of three methods of measuring pre-readers’ knowledge of storybook events Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-03-03 Lynn Dempsey
Planning intervention for narrative comprehension deficits requires a thorough understanding of a child’s skill in all component domains. The purpose of this study was to examine the validity of three methods of measuring pre-readers’ event knowledge, an important predictor of story comprehension. Thirty-eight typically developing children (12 males; 26 females) between the ages of 30–59 months (M
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Pilot evaluation of a partner-supported online reading intervention for Grade 3–6 children Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-02-15 Jessica Dean, Michelle Pascoe, Jane le Roux
Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for South African children with reading difficulties. Objectives
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Evaluating acquisition, preference and discrimination in requesting skills between picture exchange and iPad®-based speech generating device across preschoolers Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2021-02-01 Yvonne HL Yong, Anuradha S Dutt, Mo Chen, Adeline M Yeong
This study compared a picture exchange (PE) system and an iPad®-based speech generating device (SGD) when teaching requesting skills to preschoolers with developmental disabilities and limited functional speech. A multiple baseline design with counterbalancing the order of two instruction conditions across participants was applied to compare the acquisition rate, followed by a concurrent operant arrangement
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Intervention dose frequency: Phonological generalization is similar regardless of schedule Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2020-12-24 Alycia Cummings, Kristen Giesbrecht, Janet Hallgrimson
This study examined how intervention dose frequency affects phonological acquisition and generalization in preschool children with speech sound disorders (SSD). Using a multiple-baseline, single-participants experimental design, eight English-speaking children with SSD (4;0 to 5;6) were split into two dose frequency conditions (4 children/condition) targeting word-initial complex singleton phonemes:
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What are the experiences of speech and language therapists implementing a staff development approach in early years settings to enhance good communication practices? Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2020-12-14 Julie Kent, Sarah McDonald
Interventions designed to improve communication environments and the quality of adult–child interactions in early years (EY) settings are an important part of facilitating children’s communication ...
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Interactive book-reading to improve inferencing abilities in kindergarten classrooms: A clinical project Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2020-12-04 Paméla McMahon-Morin, Stefano Rezzonico, Natacha Trudeau, Claire Croteau
Inferencing abilities are crucial to development of reading comprehension. However, few studies addressed those abilities in interventions promoting early literacy skills, especially in kindergartn...
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Does Enhanced Conversational Recast promote the learning of grammatical morphemes in Cantonese-speaking preschool children? Answers from a single-case experimental study Child Lang. Teach. Ther. (IF 0.912) Pub Date : 2020-12-02 Flora F-W Hau, Anita M-Y Wong, Megan W-Y Ng
Enhanced Conversational Recast (ECR) is an input-based grammatical intervention approach developed from research on statistical learning. Recent research reported evidence demonstrating the efficac...