Pub Date : 2023-11-13DOI: 10.1080/17489539.2023.2272909
Tiffany C. Edgar, Mimi LaValley
Click to increase image sizeClick to decrease image size DISCLOSURE STATEMENTNo potential conflict of interest was reported by the author(s).Additional informationFundingNational Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR, Grant 90RE5017 and Grant 90REGE0014); Penn State AAC Doctoral Leadership Project, a doctoral training grant funded by U.S. Department of Education Grant H325D170024.
点击放大图片点击缩小图片披露声明作者未报告潜在的利益冲突。国家残疾、独立生活和康复研究研究所(NIDILRR, Grant 90RE5017和Grant 90REGE0014);宾夕法尼亚州立大学AAC博士领导力项目，由美国教育部资助的博士培训基金H325D170024。
{"title":"Preliminary evidence supports the utilization of video visual scene displays to promote social interaction between autistic adolescents and their typically developing peers <sup>1</sup>","authors":"Tiffany C. Edgar, Mimi LaValley","doi":"10.1080/17489539.2023.2272909","DOIUrl":"https://doi.org/10.1080/17489539.2023.2272909","url":null,"abstract":"Click to increase image sizeClick to decrease image size DISCLOSURE STATEMENTNo potential conflict of interest was reported by the author(s).Additional informationFundingNational Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR, Grant 90RE5017 and Grant 90REGE0014); Penn State AAC Doctoral Leadership Project, a doctoral training grant funded by U.S. Department of Education Grant H325D170024.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"57 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136346821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-22DOI: 10.1080/17489539.2023.2260606
Ravi Nigam
Click to increase image sizeClick to decrease image size DISCLOSURE STATEMENTNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.
{"title":"There is evidence that children with ASD can learn varied communicative functions other than object requests as a result of aided augmentative and alternative communication intervention","authors":"Ravi Nigam","doi":"10.1080/17489539.2023.2260606","DOIUrl":"https://doi.org/10.1080/17489539.2023.2260606","url":null,"abstract":"Click to increase image sizeClick to decrease image size DISCLOSURE STATEMENTNo potential conflict of interest was reported by the author(s).Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"58 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-05DOI: 10.1080/17489539.2023.2252869
Madhu Sundarrajan
{"title":"The finding that a parent-mediated intervention paradigm (COACH) for deaf/hard of hearing children presents with moderate support","authors":"Madhu Sundarrajan","doi":"10.1080/17489539.2023.2252869","DOIUrl":"https://doi.org/10.1080/17489539.2023.2252869","url":null,"abstract":"","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73092179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/17489539.2023.2200813
Fahad Alresheed, W. Machalicek
{"title":"A systematic comparison of non-overlap metrics and visual analysis in single-case experimental design","authors":"Fahad Alresheed, W. Machalicek","doi":"10.1080/17489539.2023.2200813","DOIUrl":"https://doi.org/10.1080/17489539.2023.2200813","url":null,"abstract":"","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82892745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1080/17489539.2022.2139148
Mariola Moeyaert, Marzieh Dehghan-Chaleshtori
{"title":"Evaluating the design and evidence of single-case experimental designs using the What Works Clearinghouse standards","authors":"Mariola Moeyaert, Marzieh Dehghan-Chaleshtori","doi":"10.1080/17489539.2022.2139148","DOIUrl":"https://doi.org/10.1080/17489539.2022.2139148","url":null,"abstract":"","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89428232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/17489539.2023.2246752
Anna M. Rossbach, Rosemary A. Lester-Smith
Design: The researchers implemented a retrospective observational cohort design for this study. Data were obtained from the University of Wisconsin – Madison Voice and Swallow Clinics Outcome Database. Allocation: All 62 patients included in the study completed voice therapy involving semi-occluded vocal tract exercises (SOVTE) and resonant voice therapy (RVT) and received education pertaining to vocal hygiene.
{"title":"Greater severity of non-instrumental and instrumental voice assessment findings may predict longer than 7.5 session duration of pediatric voice therapy for benign vocal fold pathologies1","authors":"Anna M. Rossbach, Rosemary A. Lester-Smith","doi":"10.1080/17489539.2023.2246752","DOIUrl":"https://doi.org/10.1080/17489539.2023.2246752","url":null,"abstract":"Design: The researchers implemented a retrospective observational cohort design for this study. Data were obtained from the University of Wisconsin – Madison Voice and Swallow Clinics Outcome Database. Allocation: All 62 patients included in the study completed voice therapy involving semi-occluded vocal tract exercises (SOVTE) and resonant voice therapy (RVT) and received education pertaining to vocal hygiene.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"13 1","pages":"134 - 139"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73021767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/17489539.2023.2243294
Laci Watkins, Bradley S. Bloomfield
Laci Watkinsa & Bradley S. Bloomfieldb (Commentary authors) aDepartment of Educational Psychology, Texas A&M University, College Station, TX, USA; bDepartment of Educational Psychology and Counselling, Monash University, Clayton, VIC, Australia .............................................................................................................................................................
Laci Watkinsa & Bradley S. bloomfield(评论作者)a美国德州农工大学大学城教育心理学系;bDepartment教育心理学和咨询,莫纳什大学,克莱顿,维克,澳大利亚 .............................................................................................................................................................
{"title":"Training package to support school-wide implementation of applied verbal behavior strategies shows promise and warrants additional research in expanded contexts1","authors":"Laci Watkins, Bradley S. Bloomfield","doi":"10.1080/17489539.2023.2243294","DOIUrl":"https://doi.org/10.1080/17489539.2023.2243294","url":null,"abstract":"Laci Watkinsa & Bradley S. Bloomfieldb (Commentary authors) aDepartment of Educational Psychology, Texas A&M University, College Station, TX, USA; bDepartment of Educational Psychology and Counselling, Monash University, Clayton, VIC, Australia .............................................................................................................................................................","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"40 1","pages":"147 - 154"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85400689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/17489539.2023.2252018
Howard Goldstein
PsycINFO, The Cochrane Library, the Cumulative Index of Nursing and Allied Health Literature, Education Journals, ERIC, Linguistics and Language Behavior Abstracts, ProQuest Social Science Premium Collection, MEDLINE, ProQuest Dissertations Global, Psychology and Behavioral Science Collection, Web of Science, Google Scholar, and publisher-specific databases: SAGE Journals and Taylor & Francis Online. A broad search began with “recombinative generalization” OR “matrix strategy” OR “miniature linguistic system” OR “matrix training” as free-text words, then combined with the population (AND “autism”) and other terms. After duplicate studies were removed, 491 were screened, 47 were assessed for eligibility, and 26 studies were included in the systematic review.
PsycINFO、Cochrane图书馆、护理和相关健康文献累积索引、教育期刊、ERIC、语言学和语言行为摘要、ProQuest社会科学精选集、MEDLINE、ProQuest博士论文全球、心理学和行为科学精选集、Web of Science、谷歌Scholar以及出版商特定的数据库:SAGE期刊和Taylor & Francis Online。从“重组泛化”或“矩阵策略”或“微型语言系统”或“矩阵训练”作为自由文本词开始广泛搜索，然后结合人口(和“自闭症”)和其他术语。在删除重复研究后，筛选了491项研究，评估了47项研究的合格性，并将26项研究纳入系统评价。
{"title":"Evidence for generative learning through matrix training in individuals with autism","authors":"Howard Goldstein","doi":"10.1080/17489539.2023.2252018","DOIUrl":"https://doi.org/10.1080/17489539.2023.2252018","url":null,"abstract":"PsycINFO, The Cochrane Library, the Cumulative Index of Nursing and Allied Health Literature, Education Journals, ERIC, Linguistics and Language Behavior Abstracts, ProQuest Social Science Premium Collection, MEDLINE, ProQuest Dissertations Global, Psychology and Behavioral Science Collection, Web of Science, Google Scholar, and publisher-specific databases: SAGE Journals and Taylor & Francis Online. A broad search began with “recombinative generalization” OR “matrix strategy” OR “miniature linguistic system” OR “matrix training” as free-text words, then combined with the population (AND “autism”) and other terms. After duplicate studies were removed, 491 were screened, 47 were assessed for eligibility, and 26 studies were included in the systematic review.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"22 1","pages":"123 - 127"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87046554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/17489539.2023.2252245
Paul J. Yoder
Q (1) To what degree have the quantitative aspects of dosage (dose [properly administered teaching episodes per session], dose frequency [number of sessions over a given time], and total intervention duration [time frame across which intervention sessions are spread]) been specifically manipulated and compared in intervention studies and how confident can we be in the study findings? (2) What are the optimal quantitative dosage characteristics for phonology, vocabulary, and morphosyntax outcomes? Does optimal dosage differ across these domains?
{"title":"We do not have an answer to “optimal dosage” on any language domain for children with DLD1","authors":"Paul J. Yoder","doi":"10.1080/17489539.2023.2252245","DOIUrl":"https://doi.org/10.1080/17489539.2023.2252245","url":null,"abstract":"Q (1) To what degree have the quantitative aspects of dosage (dose [properly administered teaching episodes per session], dose frequency [number of sessions over a given time], and total intervention duration [time frame across which intervention sessions are spread]) been specifically manipulated and compared in intervention studies and how confident can we be in the study findings? (2) What are the optimal quantitative dosage characteristics for phonology, vocabulary, and morphosyntax outcomes? Does optimal dosage differ across these domains?","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"107 1","pages":"155 - 158"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72995973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/17489539.2023.2252024
Mandy Rispoli, Nicole A. Hollins
Mandy Rispolia & Nicole A. Hollinsb,c (Commentary authors) a Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA; bSupporting Transformative Autism Research Core, Charlottesville, VA, USA; cSchool of Education and Human Development, University of Virginia, Charlottesville, VA, USA ................................................................................................................................................................... Q 1. Is there a functional relation between the use of a systematic coaching approach and childcare providers (CCPs) use of gesture facilitation strategies during book sharing and play? 2. What are the CCPs’ opinions and perceptions of the coaching approach and the intervention strategies?
Mandy Rispolia和Nicole a . Hollinsb,c(评论作者)，美国弗吉尼亚州夏洛茨维尔市弗吉尼亚大学课程、教学和特殊教育系;支持变革自闭症研究中心，夏洛茨维尔，弗吉尼亚州，美国;cSchool教育与人类发展,美国弗吉尼亚州夏洛茨维尔的弗吉尼亚大学 ...................................................................................................................................................................问1。系统指导方法的使用与儿童保育提供者(ccp)在图书分享和游戏中使用手势促进策略之间是否存在功能关系?2. CCPs对指导方法和干预策略的看法和看法是什么?
{"title":"Coaching childcare providers to support toddlers’ gesture use with children experiencing early childhood poverty1","authors":"Mandy Rispoli, Nicole A. Hollins","doi":"10.1080/17489539.2023.2252024","DOIUrl":"https://doi.org/10.1080/17489539.2023.2252024","url":null,"abstract":"Mandy Rispolia & Nicole A. Hollinsb,c (Commentary authors) a Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA; bSupporting Transformative Autism Research Core, Charlottesville, VA, USA; cSchool of Education and Human Development, University of Virginia, Charlottesville, VA, USA ................................................................................................................................................................... Q 1. Is there a functional relation between the use of a systematic coaching approach and childcare providers (CCPs) use of gesture facilitation strategies during book sharing and play? 2. What are the CCPs’ opinions and perceptions of the coaching approach and the intervention strategies?","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"127 1","pages":"140 - 146"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85279338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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