Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Pages: 3 - 4 Abstract: Child Language Teaching and Therapy, Volume 41, Issue 1, Page 3-4, February 2025.
Citation: Child Language Teaching and Therapy PubDate: 2025-03-28T10:22:47Z DOI: 10.1177/02656590251327225 Issue No:Vol. 41, No. 1 (2025)
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Abstract: Child Language Teaching and Therapy, Ahead of Print.
Citation: Child Language Teaching and Therapy PubDate: 2025-07-01T07:52:11Z DOI: 10.1177/02656590251356115
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Ibraheem Abiodun SalakoFederal University of Health Sciences; Ila-Orangun, Nigeria Abstract: Child Language Teaching and Therapy, Ahead of Print. This scoping review investigates the current landscape of developmental language disorders research within Sub-Sahara Africa, specifically examining challenges related to assessment, diagnosis, and management. A comprehensive literature search across ... Citation: Child Language Teaching and Therapy PubDate: 2025-06-19T07:34:38Z DOI: 10.1177/02656590251347899
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Olof Sandgren; Birgitta Sahlén5193Lund University, Sweden, , Christina Samuelsson, Anna Ekström Abstract: Child Language Teaching and Therapy, Ahead of Print. PurposeDevelopmental language disorder (DLD) has known consequences on academic performance, and adaptations to teaching methods and material are often required to counteract negative outcomes. This study used first-hand reports from students with DLD and ... Citation: Child Language Teaching and Therapy PubDate: 2025-05-06T06:00:10Z DOI: 10.1177/02656590251339377
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Lucy Robertson; Natasha Ziebell, Jemma Skeat2281University of Melbourne, Australia Abstract: Child Language Teaching and Therapy, Ahead of Print. Collaborative practice is essential for supporting students with additional needs in schools and often requires working across multiple disciplines. We explored the collaborative interactions of two professions in an interdisciplinary problem-solving ... Citation: Child Language Teaching and Therapy PubDate: 2025-03-18T09:42:16Z DOI: 10.1177/02656590251326274
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Petri Partanen; Anna Eva Hallin Abstract: Child Language Teaching and Therapy, Ahead of Print. This study investigates the familiarity with and application of Dynamic Assessment (DA) among Speech and Language Pathologists (SLPs) in Sweden, focusing on its use in diagnosing language disorders in children. Using a mixed-methods approach, survey data ... Citation: Child Language Teaching and Therapy PubDate: 2025-03-17T03:30:10Z DOI: 10.1177/02656590251326275
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Kathryn Hatherly, Sheila TF Moodie, Olivia Daub, Cindy Earle, Barbara Jane Cunningham; Sheila TF Moodie, Olivia Daub, Cindy Earle, Barbara Jane Cunningham Abstract: Child Language Teaching and Therapy, Ahead of Print. Supportive parent–child interactions are critical for facilitating typically developing children's language and social skill development. For children who are late-to-talk, parent–child interactions may be particularly important to address as a means of supporting growth in children's early language abilities. Target Word is one parent-implemented intervention for children who are late-to-talk that teaches parents strategies for facilitating more meaningful communicative interactions with their children, but little is known about the impact of this program on parent–child interactions. The aim of the present study was to determine whether the nature of parent–child interactions changed during the virtual Target Word program and whether changes in parent–child interaction were associated with parents’ participation in the virtual Target Word program. A total of 40 children between 16 and 27 months of age who were identified as late-to-talk and their caregivers were assigned to a treatment or wait-list control group. Parent–child interactions were captured virtually using Zoom at four time points and measured using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO). Families completed book reading, pretend, and manipulative play tasks. While 16 of the 20 families in the treatment group completed the study, only 5 of the 20 families in the wait-list control group completed the entire study. Data were analyzed using a constrained longitudinal data analysis approach. Group differences in parent–child interactions were not statistically different at any time point. Further research is necessary to evaluate whether parent–child interactions are in fact impaired in late talkers, the psychometric properties of the PICCOLO for late talkers, and whether parent–child interactions may be assessed differently in virtual versus in-person environments. Citation: Child Language Teaching and Therapy PubDate: 2025-02-17T04:34:57Z DOI: 10.1177/02656590251314720
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Jessie Luckins, Georgina Tongue, Judy Clegg; Georgina Tongue, Judy Clegg Abstract: Child Language Teaching and Therapy, Ahead of Print. Total Communication is a collaborative intervention approach delivered by teachers and speech and language therapists (SLTs) to support children with complex speech language and communication needs (SLCN). Total Communication combines the intervention approaches of active learning and support for speech using augmentative and alternative communication (AAC). The AAC consists of signing, and the use of voice output communication aids / speech generating devices (VOCAs / SGDs) and communication boards. This study reports on the evaluation of the effectiveness of this approach to support primary age children with complex SLCN. The study aims to determine if the collaborative Total Communication approach facilitates communication ability. The following questions are asked: does the Total Communication approach increase the communication ability (mean length of utterance, and number of propositions, using any communication mode) of pupils with severe and complex SLCN' Is conducting an evaluation study of a holistic Total Communication approach using single case experimental design (SCED) in a special school context effective' A multiple probe design across participants was used to evaluate Total Communication with three children between 8 and 10 years. Following baseline, the children took part in the Total Communication intervention in a story telling context, via class-based active learning with speech, signing and VOCAs plus communication boards. Probes measured the children's subsequent story re-telling with these communication modes. All participants showed increases in their production of propositions and the mean length of their longest utterances, using a variety of modes of communication. Gains were sustained and generalised. The study shows Total Communication is effective in increasing the communicative ability of children with complex SLCN. Citation: Child Language Teaching and Therapy PubDate: 2025-02-11T07:37:54Z DOI: 10.1177/02656590251315598
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Camryn Terblanche, Michelle Pascoe, Michal Harty; Michelle Pascoe, Michal Harty37716University of Cape Town, South Africa Abstract: Child Language Teaching and Therapy, Ahead of Print. Communication partners are instrumental in the successful use and implementation of augmentative and alternative communication systems (AAC), especially in schools, but stakeholder views from low- and middle-income countries (LMICs) are not well represented in the literature. Focus group interviews with seven professionals and three caregivers from South Africa were conducted to understand their perceptions and experiences of AAC use and implementation. The results highlighted additional issues which practitioners in LMICs need to consider when implementing AAC in under-resourced schools for learners with special education needs. Although some challenges overlap with those experienced in high-income countries, such as support and training, high staff turnover and burnout, large caseloads and language and codeswitching differences, these challenges present differently in low-income contexts, requiring alternative solutions. High-income countries do not often need to consider the risk a high-tech AAC device places on the child and their family due to the risk of crime in low-income contexts, the device affordability, the device features and the range of accents available when introducing an AAC system. This exploratory study suggests that LMICs, like South Africa, could make great strides towards providing appropriate AAC technology for all if i) strategic partnerships between governmental and non-governmental groups were put in place, ii) appropriate communication, training and support systems were established, and iii) evidence-based core-language AAC systems were created. Citation: Child Language Teaching and Therapy PubDate: 2025-01-03T05:40:08Z DOI: 10.1177/02656590241311063
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Hélène Delage, Emily Stanford, Pauline Garnier, Emilie Oriol, Eléonore Morin; Emily Stanford, Pauline Garnier, Emilie Oriol, Eléonore Morin Abstract: Child Language Teaching and Therapy, Ahead of Print. PurposeChildren with developmental language disorder (DLD) have persistent language difficulties in complex syntax. To date, few studies have examined the effectiveness of syntactic training focusing on complex grammar, with no existing studies having been done in French. In English, the SHAPE CODING (SC) system, which combines shapes and colors to identify the nature and function of words and sentence types, has been shown to be effective with children and adolescents with DLD. Our study assesses the effectiveness of a French adaptation of the SC methodology on the mastery of three syntactically complex structures: object relatives, accusative clitics and passives.MethodWe developed a training protocol, inspired by the SC principles, comprised of 13 sessions of 30 minutes, and compared the ability of 18 children with DLD aged 7 to 11 to produce the target structures before and after syntactic training. Three lists of 12 trained sentences were directly trained whereas three untrained (matched) lists were used as a measure of generalization. An untrained structure was used as a control measure.ResultsComparison of scores, as measured by dedicated baselines, shows that training results in improved performance for all target structures, whereas no progression is observed on control items (verbal inflexions), which are not trained. More specifically, results show an improvement on sentences directly trained during the protocol, but also on new sentences that contain the same target structures, reflecting the generalization of the production of these structures.ConclusionFindings confirm the effectiveness of an explicit approach in grammar interventions and they provide new perspectives on language therapy dedicated to children with DLD. The implications of the results are also discussed at the individual level. Citation: Child Language Teaching and Therapy PubDate: 2024-12-24T07:30:17Z DOI: 10.1177/02656590241308793
Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Jin Xue, Junjing Zhuo, Juntong Cao; Junjing Zhuo, Juntong Cao12507University of Science Technology Beijing, School of Foreign Studies, Beijing, China Abstract: Child Language Teaching and Therapy, Ahead of Print. Little evidence has been reported for narrative-related difficulties for Chinese Mandarin-speaking school-age children with developmental language disorder (DLD). This study aimed to capture the indices from narratives that can differentiate Chinese children with and without DLD. Oral narrative and written narrative samples were collected from children with DLD (Mage = 8.37, SD = 1.25; N = 26) and typically developing (TD) children (Mage = 8.46, SD = 1.28; N = 26). The narrative samples were compared on a series of indices of narratives in both oral and written narratives. Results showed that at the macrostructure, Mandarin Chinese-speaking school-age children with DLD lagged behind TD children in story structures; at the microstructure, children with DLD had weaker performance in story productivity, lexical diversity, and syntax diversity. Moreover, less group difference was found in the written modality relative to the oral modality. The results suggest indices of story productivity, lexical diversity, and syntactic complexity could be potential linguistic markers in the assessment of school-age Mandarin-speaking children with DLD. The present findings advance our understanding of deficits in narratives for Mandarin-speaking children. Citation: Child Language Teaching and Therapy PubDate: 2024-05-17T05:06:10Z DOI: 10.1177/02656590241250257
Hybrid journal (It can contain Open Access articles)
[1176 journals]
