S. L. Russell, Sathiyaprakash Ramdoss, Amy L. Harbison
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引用次数: 0
Abstract
Participants: Three participants were included in the study. Participants attended sixth through eighth grades in a midsized southeastern city in the USA. To be included, participants were required to have difficulties with reading comprehension and language impairment as identified by school staff and documented on the participant’s Individualized Education Program, have documentation of no vision or hearing impairments, and have a standard score on the Test of Integrated Language and Literacy Skills (TILLS; Nelson et al., 2016) that fell at least two standard deviations below the mean in spoken and written language.
参与者:本研究包括3名参与者。参与者在美国东南部一个中等城市读六年级到八年级。要纳入研究对象，参与者需要有阅读理解困难和语言障碍，经学校工作人员鉴定，并记录在参与者的个性化教育计划中，没有视力或听力障碍的记录，并且在综合语言和读写技能测试中获得标准分数;Nelson et al.， 2016)，在口语和书面语中至少比平均值低两个标准差。
期刊介绍：
Evidence-Based Communication Assessment and Intervention (EBCAI) brings together professionals who work in clinical and educational practice as well as researchers from all disciplines to promote evidence-based practice (EBP) in serving individuals with communication impairments. The primary aims of EBCAI are to: Promote evidence-based practice (EBP) in communication assessment and intervention; Appraise the latest and best communication assessment and intervention studies so as to facilitate the use of research findings in clinical and educational practice; Provide a forum for discussions that advance EBP; and Disseminate research on EBP. We target speech-language pathologists, special educators, regular educators, applied behavior analysts, clinical psychologists, physical therapists, and occupational therapists who serve children or adults with communication impairments.
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