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Authors:Judy Clegg, Victoria L Joffe Pages: 121 - 121 Abstract: Child Language Teaching and Therapy, Volume 38, Issue 2, Page 121-121, June 2022.
Citation: Child Language Teaching and Therapy PubDate: 2022-06-06T04:11:28Z DOI: 10.1177/0265659022459470 Issue No:Vol. 38, No. 2 (2022)
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Pages: 123 - 125 Abstract: Child Language Teaching and Therapy, Volume 38, Issue 2, Page 123-125, June 2022.
Citation: Child Language Teaching and Therapy PubDate: 2022-06-06T04:06:22Z DOI: 10.1177/02656590221106369 Issue No:Vol. 38, No. 2 (2022)
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Authors:Yuchun Chen, Wen-Jing Lin Abstract: Child Language Teaching and Therapy, Ahead of Print. 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. Citation: Child Language Teaching and Therapy PubDate: 2022-05-13T02:57:10Z DOI: 10.1177/02656590221101180
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Authors:Hannah Krimm Abstract: Child Language Teaching and Therapy, Ahead of Print. 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. Citation: Child Language Teaching and Therapy PubDate: 2022-05-11T07:19:25Z DOI: 10.1177/02656590221101175
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Authors:Nancy Campbell Abstract: Child Language Teaching and Therapy, Ahead of Print.
Citation: Child Language Teaching and Therapy PubDate: 2022-05-10T06:15:12Z DOI: 10.1177/02656590221100714
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Authors:Anastasia Nousia, Maria Martzoukou, Vassiliki Siafaka Abstract: Child Language Teaching and Therapy, Ahead of Print. 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 without CoFD, aged from 9 to 11;7 years old. The following instruments were used: (1) the Greek version of Self-Perception Profile for Children (SPPC), (2) the “Children's Phonetic and Phonological development assessment” and, (3) a demographic characteristics form. Results revealed that while children with CoFD did report lower perceived academic competence than did those of the control group, and their academic competence self-perception shaped both their self-esteem and their school behavior self-perception. Moreover, academic competence self-perception was found to mediate in the relationship between CoFD, self-esteem and school behavior self-perception. Perceived academic competence in children with CoFD is linked to self-esteem and perceived school behavior, and this may impact on their relationships, emotional health and overall well-being. Health professionals should become able to estimate coexisting psychological difficulties and negative behaviors of parents or teachers that may affect the children's self-esteem. Furthermore, they should be able to suggest targeted psychological interventions for children and parents, while in the same frame teachers need to be properly trained about the management of stuttering in the classroom. The role of the speech therapist in the school context for in-service provision of information is therefore considered to be of paramount importance. Citation: Child Language Teaching and Therapy PubDate: 2022-04-27T03:45:46Z DOI: 10.1177/02656590221097328
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Authors:Claire Westwood Abstract: Child Language Teaching and Therapy, Ahead of Print.
Citation: Child Language Teaching and Therapy PubDate: 2022-04-11T01:51:23Z DOI: 10.1177/02656590221091459
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Authors:Katrina Kelso, Anne Whitworth, Suze Leitão First page: 151 Abstract: Child Language Teaching and Therapy, Ahead of Print. 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. Citation: Child Language Teaching and Therapy PubDate: 2022-01-11T03:11:00Z DOI: 10.1177/02656590211071003
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Authors:Ketty Andersson, Olof Sandgren, Ida Rosqvist, Viveka Lyberg Åhlander, Kristina Hansson, Birgitta Sahlén First page: 166 Abstract: Child Language Teaching and Therapy, Ahead of Print. 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. Citation: Child Language Teaching and Therapy PubDate: 2022-01-04T03:45:11Z DOI: 10.1177/02656590211070997
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Authors:Hayoung A. Lim, Erica M. Ellis, David Sonnenschein First page: 180 Abstract: Child Language Teaching and Therapy, Ahead of Print. 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. Citation: Child Language Teaching and Therapy PubDate: 2022-02-15T05:34:02Z DOI: 10.1177/02656590221080308
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Authors:Marleen F Westerveld, Anne K van Bysterveldt First page: 197 Abstract: Child Language Teaching and Therapy, Ahead of Print. 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. Citation: Child Language Teaching and Therapy PubDate: 2022-02-15T05:33:33Z DOI: 10.1177/02656590221080306
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Authors:Thomas Hopkins, Emily Harrison, Emily Coyne-Umfreville, Melanie Packer First page: 212 Abstract: Child Language Teaching and Therapy, Ahead of Print. 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. Citation: Child Language Teaching and Therapy PubDate: 2022-03-15T04:55:09Z DOI: 10.1177/02656590221088210
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Authors:Shelley Hornberger First page: 232 Abstract: Child Language Teaching and Therapy, Ahead of Print.
Citation: Child Language Teaching and Therapy PubDate: 2022-02-01T02:07:31Z DOI: 10.1177/02656590221076572
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Authors:Duana Quigley, Martine Smith First page: 126 Abstract: Child Language Teaching and Therapy, Ahead of Print. 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. Citation: Child Language Teaching and Therapy PubDate: 2021-12-22T02:27:32Z DOI: 10.1177/02656590211064544
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Authors:Bradley Williams First page: 230 Abstract: Child Language Teaching and Therapy, Ahead of Print.
Citation: Child Language Teaching and Therapy PubDate: 2021-11-24T11:44:24Z DOI: 10.1177/02656590211062304
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