Pub Date : 2022-01-02DOI: 10.1080/17489539.2022.2059374
S. L. Russell, Sathiyaprakash Ramdoss, Amy L. Harbison
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。
{"title":"Promising text structure reading intervention will benefit from increased rigor regarding texts used and research methodologies1","authors":"S. L. Russell, Sathiyaprakash Ramdoss, Amy L. Harbison","doi":"10.1080/17489539.2022.2059374","DOIUrl":"https://doi.org/10.1080/17489539.2022.2059374","url":null,"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.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"47 1","pages":"10 - 16"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75662444","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 : 2022-01-02DOI: 10.1080/17489539.2022.2060041
B. Hemsley, C. Gregory
Bronwyn Hemsleya & Catherine Gregorya,b (Commentary authors) aGraduate School of Health, The University of Technology Sydney, Sydney, NSW, Australia; bFaculty of Health Science, Graduate School of Health, Discipline of Speech Pathology, The University of Technology Sydney, Sydney, NSW, Australia .............................................................................................................................................................
{"title":"People with Parkinson’s disease who succeed in the LSVT LOUD® treatment also report significant improvement in communication effectiveness, vocal disability, and communicative participation1","authors":"B. Hemsley, C. Gregory","doi":"10.1080/17489539.2022.2060041","DOIUrl":"https://doi.org/10.1080/17489539.2022.2060041","url":null,"abstract":"Bronwyn Hemsleya & Catherine Gregorya,b (Commentary authors) aGraduate School of Health, The University of Technology Sydney, Sydney, NSW, Australia; bFaculty of Health Science, Graduate School of Health, Discipline of Speech Pathology, The University of Technology Sydney, Sydney, NSW, Australia .............................................................................................................................................................","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"1996 1","pages":"17 - 23"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72750584","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 : 2022-01-02DOI: 10.1080/17489539.2022.2069468
R. Lang, Reem Muharib, Mandy Rispoli, L. McLay
Abstract Evidence-based Communication Assessment and Intervention (EBCAI) is a peer-reviewed journal that promotes evidence-based practice in serving individuals with communication disorders by publishing commentaries on recent communication assessment and intervention research. These commentaries summarize recent research in terms of procedures, outcomes, and methodological rigor and add value by offering the additional perspective of commentary authors who were not involved in that original research. Although primarily intended as a means for in-service practitioners to keep abreast of recent research findings, these commentaries also offer an opportunity to facilitate the education and training of preservice practitioners. This article provides suggestions for using EBCAI research commentaries to facilitate the training of preservice practitioners focused on the education and treatment of individuals with communication disorders.
{"title":"Suggestions for training preservice practitioners to appraise evidence-based practice using EBCAI’s research commentaries","authors":"R. Lang, Reem Muharib, Mandy Rispoli, L. McLay","doi":"10.1080/17489539.2022.2069468","DOIUrl":"https://doi.org/10.1080/17489539.2022.2069468","url":null,"abstract":"Abstract Evidence-based Communication Assessment and Intervention (EBCAI) is a peer-reviewed journal that promotes evidence-based practice in serving individuals with communication disorders by publishing commentaries on recent communication assessment and intervention research. These commentaries summarize recent research in terms of procedures, outcomes, and methodological rigor and add value by offering the additional perspective of commentary authors who were not involved in that original research. Although primarily intended as a means for in-service practitioners to keep abreast of recent research findings, these commentaries also offer an opportunity to facilitate the education and training of preservice practitioners. This article provides suggestions for using EBCAI research commentaries to facilitate the training of preservice practitioners focused on the education and treatment of individuals with communication disorders.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"32 1","pages":"39 - 43"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87162878","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 : 2022-01-02DOI: 10.1080/17489539.2022.2071108
Jennifer R. Ledford
Study selection and assessment: Inclusion criteria were the use of a single case design assessing any intervention facilitating AAC use by adults with complex communication needs over 21 years of age. Authors appraised rigor via the use of What Works Clearinghouse (WWC 2020) guidelines, with categorization of does not meet standards, meets standards with reservations, and meets standards without reservations. Studies that met standards with or without reservations were assessed as having no evidence, moderate evidence, or strong evidence of effectiveness, consistent with WWC (2020) guidelines.
研究选择和评估:纳入标准是使用单一病例设计评估任何促进21岁以上有复杂沟通需求的成年人使用AAC的干预措施。作者通过使用What Works Clearinghouse (WWC 2020)指南来评估严密性，并对不符合标准、有保留地满足标准和无保留地满足标准进行了分类。符合标准的研究(有保留或无保留)被评估为无证据、中度证据或有力证据有效，与世界卫生组织(2020)指南一致。
{"title":"Preliminary Studies Demonstrate Promise for Teaching Adults with Complex Communication Needs to Use AAC1","authors":"Jennifer R. Ledford","doi":"10.1080/17489539.2022.2071108","DOIUrl":"https://doi.org/10.1080/17489539.2022.2071108","url":null,"abstract":"Study selection and assessment: Inclusion criteria were the use of a single case design assessing any intervention facilitating AAC use by adults with complex communication needs over 21 years of age. Authors appraised rigor via the use of What Works Clearinghouse (WWC 2020) guidelines, with categorization of does not meet standards, meets standards with reservations, and meets standards without reservations. Studies that met standards with or without reservations were assessed as having no evidence, moderate evidence, or strong evidence of effectiveness, consistent with WWC (2020) guidelines.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"62 1","pages":"5 - 9"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82141021","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 : 2022-01-02DOI: 10.1080/17489539.2022.2068956
Thales De Nardo, B. Ogletree
Study duration: There was no preestablished duration of the study. The coaching intervention was continued as long as it suited the participants needs and fit the calendar of the classroom. Therefore, the duration of the study varied per participant, ranging from 20 to 26 weeks. The phases of the study included three to six 15minute baseline sessions, one 75–90-min workshop on augmentative and alternative communication (AAC), one 20-min planning session, and five to eight coaching sessions totaling 75–120 min.
{"title":"Pilot study on coaching intervention on paraeducator use of Aided Language Modeling yields promising results1","authors":"Thales De Nardo, B. Ogletree","doi":"10.1080/17489539.2022.2068956","DOIUrl":"https://doi.org/10.1080/17489539.2022.2068956","url":null,"abstract":"Study duration: There was no preestablished duration of the study. The coaching intervention was continued as long as it suited the participants needs and fit the calendar of the classroom. Therefore, the duration of the study varied per participant, ranging from 20 to 26 weeks. The phases of the study included three to six 15minute baseline sessions, one 75–90-min workshop on augmentative and alternative communication (AAC), one 20-min planning session, and five to eight coaching sessions totaling 75–120 min.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"193 1","pages":"24 - 28"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75536043","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 : 2022-01-02DOI: 10.1080/17489539.2022.2073179
M. Hudson, Marianna M. Walker
Melissa E. Hudsona & Marianna M. Walkerb (Commentary authors) aDepartment of Special Education, Foundations and Research, East Carolina University, Greenville, NC, USA; bDepartment of Communication and Science Disorders, East Carolina University, Greenville, NC, USA .............................................................................................................................................................
Melissa E. Hudsona和Marianna M. Walkerb(评论作者)一个bDepartment Disorders Communication, and科学研究所,东卡罗莱纳大学,小格林,可两人,USA .............................................................................................................................................................
{"title":"Systematic review results are mixed for the effects of Visual Phonics on phonological awareness, reading decoding, and reading comprehension for hearing students at-risk for reading failure and d/deaf and hard of hearing students1","authors":"M. Hudson, Marianna M. Walker","doi":"10.1080/17489539.2022.2073179","DOIUrl":"https://doi.org/10.1080/17489539.2022.2073179","url":null,"abstract":"Melissa E. Hudsona & Marianna M. Walkerb (Commentary authors) aDepartment of Special Education, Foundations and Research, East Carolina University, Greenville, NC, USA; bDepartment of Communication and Science Disorders, East Carolina University, Greenville, NC, USA .............................................................................................................................................................","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"1 1","pages":"1 - 4"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88762595","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 : 2022-01-02DOI: 10.1080/17489539.2022.2071589
Yilan Liu, S. A. Lee
Study duration: The total duration of the study was not explicitly reported. The intervention duration was reported as either 11 or 16 weeks, and two follow-ups were made at the 1 and 10 weeks after the last treatment session; however, it is not clear when the baseline probes were collected. Therefore, it was inferred that the study lasted at least 26 or 36 weeks after the two baseline probes were collected. 1Abstracted from: Kjellmer, L., Raud Westberg, L., & Lohmander, A. (2021). Treatment of active nasal fricatives substituting /s/ in young children with normal palatal function using motor-based intervention. International Journal of SpeechLanguage Pathology, 23(6), 593-603. https://doi.org.10.1080/ 17549507.2021.18911285 Source of funding and disclosure of interests: No funding sources were reported. The authors reported no conflicts of interest.
{"title":"A study adopting a motor-based, hierarchically structured intervention for remediating nasal fricatives in children with normal velopharyngeal function requires a better experimental design1","authors":"Yilan Liu, S. A. Lee","doi":"10.1080/17489539.2022.2071589","DOIUrl":"https://doi.org/10.1080/17489539.2022.2071589","url":null,"abstract":"Study duration: The total duration of the study was not explicitly reported. The intervention duration was reported as either 11 or 16 weeks, and two follow-ups were made at the 1 and 10 weeks after the last treatment session; however, it is not clear when the baseline probes were collected. Therefore, it was inferred that the study lasted at least 26 or 36 weeks after the two baseline probes were collected. 1Abstracted from: Kjellmer, L., Raud Westberg, L., & Lohmander, A. (2021). Treatment of active nasal fricatives substituting /s/ in young children with normal palatal function using motor-based intervention. International Journal of SpeechLanguage Pathology, 23(6), 593-603. https://doi.org.10.1080/ 17549507.2021.18911285 Source of funding and disclosure of interests: No funding sources were reported. The authors reported no conflicts of interest.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"20 1","pages":"29 - 34"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89941339","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 : 2022-01-02DOI: 10.1080/17489539.2022.2076559
R. Lang, Emily Fowler
Design: Spearman correlation coefficients were calculated to determine magnitude of correlation between frequency and severity ratings for each item on the NCBRF. Next, Vineland Adaptive Behavior Scales II (VABS) raw domain scores were used to examine concurrent validity of NCBRF. Specifically, partial correlation coefficients between the frequency or the severity ratings of each NCBRF item, and normalized raw scores of each VABS domain were calculated with participant age as a co-variant. A t-test was used to test for statistically significant differences. Allocation: The study did not involve group allocation. Each participant’s caregiver completed the Nisonger Child Behavior Rating Form (NCBRF) and the VABS.
{"title":"Separate rating scales for frequency and severity of challenging behavior may improve validity of the Nisonger Child Behavior Rating Form1","authors":"R. Lang, Emily Fowler","doi":"10.1080/17489539.2022.2076559","DOIUrl":"https://doi.org/10.1080/17489539.2022.2076559","url":null,"abstract":"Design: Spearman correlation coefficients were calculated to determine magnitude of correlation between frequency and severity ratings for each item on the NCBRF. Next, Vineland Adaptive Behavior Scales II (VABS) raw domain scores were used to examine concurrent validity of NCBRF. Specifically, partial correlation coefficients between the frequency or the severity ratings of each NCBRF item, and normalized raw scores of each VABS domain were calculated with participant age as a co-variant. A t-test was used to test for statistically significant differences. Allocation: The study did not involve group allocation. Each participant’s caregiver completed the Nisonger Child Behavior Rating Form (NCBRF) and the VABS.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"112 1","pages":"35 - 38"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87676208","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 : 2021-10-02DOI: 10.1080/17489539.2021.2018265
A. Anderson
Design. The study employed a multiple baseline across participants design incorporating a multiple probe design to assess generalization to different communication partners. Pre – posttest data were also collected. The authors obtained three categories of data: 1. A description of the participants’ characteristics, 2. Observational data of the target behaviors during baseline, intervention and generalization conditions, and 3. Pre and post measures on various indicators of language development.
{"title":"Promoting maintenance and generalization of language and other social communicative behaviors in children with autism may require ongoing efforts by the child’s communication partners1","authors":"A. Anderson","doi":"10.1080/17489539.2021.2018265","DOIUrl":"https://doi.org/10.1080/17489539.2021.2018265","url":null,"abstract":"Design. The study employed a multiple baseline across participants design incorporating a multiple probe design to assess generalization to different communication partners. Pre – posttest data were also collected. The authors obtained three categories of data: 1. A description of the participants’ characteristics, 2. Observational data of the target behaviors during baseline, intervention and generalization conditions, and 3. Pre and post measures on various indicators of language development.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"33 1","pages":"186 - 193"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76956737","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 : 2021-10-02DOI: 10.1080/17489539.2021.2014282
Nouf M. Alzrayer
Participants: Four young females and two males with Down syndrome were recruited to participate in the study, their age range was between 21 and 30 years. The participants had to meet the following criteria: (a) having a diagnosis of Down syndrome; (b) living with a family member (communication partner) who must be familiar with the individual’s speech; (c) having a normal vision and hearing abilities as indicated by the interaction with the investigator; (d) using speech as the primary communication method; and (e) having limited speech intelligibility. Furthermore, four undergraduate students were also recruited to serve as unfamiliar communication partners.
{"title":"Familiar listeners and speech recognition technologies may improve the speech intelligibility of adults with Down syndrome1","authors":"Nouf M. Alzrayer","doi":"10.1080/17489539.2021.2014282","DOIUrl":"https://doi.org/10.1080/17489539.2021.2014282","url":null,"abstract":"Participants: Four young females and two males with Down syndrome were recruited to participate in the study, their age range was between 21 and 30 years. The participants had to meet the following criteria: (a) having a diagnosis of Down syndrome; (b) living with a family member (communication partner) who must be familiar with the individual’s speech; (c) having a normal vision and hearing abilities as indicated by the interaction with the investigator; (d) using speech as the primary communication method; and (e) having limited speech intelligibility. Furthermore, four undergraduate students were also recruited to serve as unfamiliar communication partners.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"13 1","pages":"178 - 181"},"PeriodicalIF":0.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75197226","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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