Pub Date : 2020-06-01DOI: 10.1177/0265659020941983
Alwis
Fragility hip fracture, a serious manifestation of osteoporosis in the elderly, is a worldwide problem associated with low bone strength. With the increasing elderly population, incidence of hip fracture is estimated to be increased especially in Asian countries (1). Low bone mass has been recognised as the strongest risk factor for fragility fracture. However, studies have reported the limitations of assessing bone strength or fracture risk based on bone mass measurements alone (2, 3). The ability of a bone to resist fracture, or whole bone strength, depends not only on the bone mass, but also on bone size, shape, spatial distribution of bone mass, bone geometry, cortical and trabecular microarchitecture and the balance between bone formation and bone resorption (4). Therefore, the study of factors associated with geometric adaptations and biomechanical behaviours of the hip, as a compensatory mechanism for enhancing bone strength against low bone mass and hip fracture risk is important.
{"title":"Review June 2020","authors":"Alwis","doi":"10.1177/0265659020941983","DOIUrl":"https://doi.org/10.1177/0265659020941983","url":null,"abstract":"Fragility hip fracture, a serious manifestation of osteoporosis in the elderly, is a worldwide problem associated with low bone strength. With the increasing elderly population, incidence of hip fracture is estimated to be increased especially in Asian countries (1). Low bone mass has been recognised as the strongest risk factor for fragility fracture. However, studies have reported the limitations of assessing bone strength or fracture risk based on bone mass measurements alone (2, 3). The ability of a bone to resist fracture, or whole bone strength, depends not only on the bone mass, but also on bone size, shape, spatial distribution of bone mass, bone geometry, cortical and trabecular microarchitecture and the balance between bone formation and bone resorption (4). Therefore, the study of factors associated with geometric adaptations and biomechanical behaviours of the hip, as a compensatory mechanism for enhancing bone strength against low bone mass and hip fracture risk is important.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"36 1","pages":"141 - 142"},"PeriodicalIF":1.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020941983","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41905508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-20DOI: 10.1177/0265659020925875
C. Dixon, Jennifer M. Thomson, Silke Fricke
Many children learning English as an additional language (EAL) possess lower levels of English vocabulary knowledge relative to their non-EAL English-speaking peers. Longitudinal work suggests that this group discrepancy does not decrease markedly over time as a result of regular classroom teaching. Twelve EAL learners with English vocabulary weaknesses took part in a low-intensity, 10-week vocabulary intervention. Working one-to-one with speech and language therapy students, children took part in weekly activities designed to promote receptive and productive knowledge of 20 target words within the Tier-2 vocabulary category. When assessed on a bespoke word knowledge assessment, children made statistically significant gains between pretest and posttest in both receptive and productive knowledge of taught words, and maintained this knowledge six months later. Multi-component explicit vocabulary instruction offering opportunities for active engagement and discussion is thus presented as one potentially effective means of promoting the Tier-2 vocabulary knowledge of EAL learners in primary school in England.
{"title":"Evaluation of an explicit vocabulary teaching intervention for children learning English as an additional language in primary school","authors":"C. Dixon, Jennifer M. Thomson, Silke Fricke","doi":"10.1177/0265659020925875","DOIUrl":"https://doi.org/10.1177/0265659020925875","url":null,"abstract":"Many children learning English as an additional language (EAL) possess lower levels of English vocabulary knowledge relative to their non-EAL English-speaking peers. Longitudinal work suggests that this group discrepancy does not decrease markedly over time as a result of regular classroom teaching. Twelve EAL learners with English vocabulary weaknesses took part in a low-intensity, 10-week vocabulary intervention. Working one-to-one with speech and language therapy students, children took part in weekly activities designed to promote receptive and productive knowledge of 20 target words within the Tier-2 vocabulary category. When assessed on a bespoke word knowledge assessment, children made statistically significant gains between pretest and posttest in both receptive and productive knowledge of taught words, and maintained this knowledge six months later. Multi-component explicit vocabulary instruction offering opportunities for active engagement and discussion is thus presented as one potentially effective means of promoting the Tier-2 vocabulary knowledge of EAL learners in primary school in England.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"36 1","pages":"108 - 91"},"PeriodicalIF":1.0,"publicationDate":"2020-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020925875","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46509893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-23DOI: 10.1177/0265659020915943
Shifeng Li, Nan Nan, Qiongying Xu, Jiayue Li
Previous studies have revealed that the perceived quality of the parent–child relationship is essential for both physical health and psychological well-being. However, most studies have treated the perceived quality of this relationship as an independent variable. In this study, we considered it a dependent variable and examined the role of parents’ education and parent–child literacy activities on children’s perceived quality of the parent–child relationship. One hundred and eighty-six Chinese primary school students and their parents from low socioeconomic backgrounds participated in this study. Parents’ educational level and the parent–child literacy activity status were assessed based on parents’ reports, whereas parent–child relationships were assessed based on children’s reports. Results showed that parents’ educational level positively correlated with the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. There was also a significant positive correlation between the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. Further analyses showed that the frequency of parent–child literacy activities mediated the connection between parents’ educational level and children’s perceived quality of the parent–child relationship. These results suggest that boosting the frequency of parent–child literacy activities may be a useful strategy for facilitating the parent–child relationship.
{"title":"Perceived quality of parent–child relationships by Chinese primary school students: The role of parents’ education and parent–child literacy activities","authors":"Shifeng Li, Nan Nan, Qiongying Xu, Jiayue Li","doi":"10.1177/0265659020915943","DOIUrl":"https://doi.org/10.1177/0265659020915943","url":null,"abstract":"Previous studies have revealed that the perceived quality of the parent–child relationship is essential for both physical health and psychological well-being. However, most studies have treated the perceived quality of this relationship as an independent variable. In this study, we considered it a dependent variable and examined the role of parents’ education and parent–child literacy activities on children’s perceived quality of the parent–child relationship. One hundred and eighty-six Chinese primary school students and their parents from low socioeconomic backgrounds participated in this study. Parents’ educational level and the parent–child literacy activity status were assessed based on parents’ reports, whereas parent–child relationships were assessed based on children’s reports. Results showed that parents’ educational level positively correlated with the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. There was also a significant positive correlation between the frequency of parent–child literacy activities and children’s perceptions of the quality of the parent–child relationship. Further analyses showed that the frequency of parent–child literacy activities mediated the connection between parents’ educational level and children’s perceived quality of the parent–child relationship. These results suggest that boosting the frequency of parent–child literacy activities may be a useful strategy for facilitating the parent–child relationship.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"36 1","pages":"79 - 89"},"PeriodicalIF":1.0,"publicationDate":"2020-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020915943","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48874312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-01DOI: 10.1177/0265659020903769
Amy Scott, Brigid C McNeill, Anne van Bysterveldt
This study investigated the impact of an emergent literacy intervention on the language quality and quantity used during shared reading interactions of 14 teenage mothers (M = 19;9, SD = 1;3) and their young children (M = 2;1, SD = 0;8). Mothers participated in a seven-week emergent literacy intervention focused on a range of behaviours they could use to enhance shared reading interactions with their children. A pre-post single group (no control/comparison group) research design was used to evaluate intervention effects on language use. Results demonstrated a significant intervention effect on most aspects of language quality and quantity measured. Number of total words, total utterances and number of different words demonstrated a statistically significant increase for both mothers and children; mothers used more rare-sophisticated words; and children used more different types of word classes. Context of talk for mothers also showed significant growth in areas of description and prediction/explanation. Results provide considerations for designing parent-focused interventions to effectively target both literacy and language development in children from at-risk populations.
{"title":"Teenage mothers’ language use during shared reading: An examination of quantity and quality","authors":"Amy Scott, Brigid C McNeill, Anne van Bysterveldt","doi":"10.1177/0265659020903769","DOIUrl":"https://doi.org/10.1177/0265659020903769","url":null,"abstract":"This study investigated the impact of an emergent literacy intervention on the language quality and quantity used during shared reading interactions of 14 teenage mothers (M = 19;9, SD = 1;3) and their young children (M = 2;1, SD = 0;8). Mothers participated in a seven-week emergent literacy intervention focused on a range of behaviours they could use to enhance shared reading interactions with their children. A pre-post single group (no control/comparison group) research design was used to evaluate intervention effects on language use. Results demonstrated a significant intervention effect on most aspects of language quality and quantity measured. Number of total words, total utterances and number of different words demonstrated a statistically significant increase for both mothers and children; mothers used more rare-sophisticated words; and children used more different types of word classes. Context of talk for mothers also showed significant growth in areas of description and prediction/explanation. Results provide considerations for designing parent-focused interventions to effectively target both literacy and language development in children from at-risk populations.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"36 1","pages":"59 - 74"},"PeriodicalIF":1.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020903769","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45524517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-01DOI: 10.1177/0265659020903795
Erin E. Soares, Theres Miller, Kathleen Ciffone, Kirsten Read
Children with autism spectrum disorder (ASD) seemingly prefer tablets to other methods of intervention, though professionals posit that a therapist’s presence is beneficial. In this experiment, two unique e-stories were created specifically for children with ASD. Ten children with low- or nonverbal ASD heard each story presented on an iPad; one narrated through the iPad, and one read by a therapist trained in Applied Behavioral Analysis (ABA). The within-participants design enabled researchers to measure the individual benefit of each type of story reading. After hearing each book, participants were tested on their comprehension via multiple choice, sequencing, and open-ended questions. Results indicated that the ideal condition for these young children with low- and nonverbal ASD was the therapist-read condition. These findings suggest that simple stories presented on a rewarding platform, with the minimally intrusive assistance of a therapist, provide young, verbally-challenged children with ASD with a foundation for receiving the benefits of shared storybook reading.
{"title":"E-books for children with autism: Best read alone or with a therapist?","authors":"Erin E. Soares, Theres Miller, Kathleen Ciffone, Kirsten Read","doi":"10.1177/0265659020903795","DOIUrl":"https://doi.org/10.1177/0265659020903795","url":null,"abstract":"Children with autism spectrum disorder (ASD) seemingly prefer tablets to other methods of intervention, though professionals posit that a therapist’s presence is beneficial. In this experiment, two unique e-stories were created specifically for children with ASD. Ten children with low- or nonverbal ASD heard each story presented on an iPad; one narrated through the iPad, and one read by a therapist trained in Applied Behavioral Analysis (ABA). The within-participants design enabled researchers to measure the individual benefit of each type of story reading. After hearing each book, participants were tested on their comprehension via multiple choice, sequencing, and open-ended questions. Results indicated that the ideal condition for these young children with low- and nonverbal ASD was the therapist-read condition. These findings suggest that simple stories presented on a rewarding platform, with the minimally intrusive assistance of a therapist, provide young, verbally-challenged children with ASD with a foundation for receiving the benefits of shared storybook reading.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"36 1","pages":"19 - 32"},"PeriodicalIF":1.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659020903795","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44819962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-01DOI: 10.1177/0265659019884111
Jolene K Hyppa-Martin, Angela M Stromberg, Mo Chen, M. Mizuko
This study provides an example of using single case experimental design to guide data-driven, low-inference interventions for an individual using customized displays on a speech-generating device and can serve as an example for interventionists who need to compare intervention strategies to identify approaches that are most appropriate for a specific learner. This study compared the performance of locating vocabulary in embedded and non-embedded visual scene displays (VSDs) on a speech-generating device by one 19-year-old male diagnosed with autism spectrum disorder. A single case experimental alternating treatment design was applied and the participant was taught to locate 48 vocabulary items that were equally divided among eight VSDs (i.e. four embedded and four non-embedded VSDs, each containing six vocabulary items). Accuracy and latency data for locating target VSDs and vocabulary items were measured over 12 intervention sessions and one maintenance session. Results show that the participant was initially more accurate and faster in locating vocabulary among embedded VSDs, when compared to non-embedded VSDs. However, over the course of 12 intervention sessions and the maintenance session, his performance became similar among both embedded and non-embedded VSDs. Implications regarding the clinical utility of the single case alternating treatment design and limitations are discussed.
{"title":"Comparing embedded and non-embedded visual scene displays for one adult diagnosed with autism spectrum disorder: A clinical application of single case design","authors":"Jolene K Hyppa-Martin, Angela M Stromberg, Mo Chen, M. Mizuko","doi":"10.1177/0265659019884111","DOIUrl":"https://doi.org/10.1177/0265659019884111","url":null,"abstract":"This study provides an example of using single case experimental design to guide data-driven, low-inference interventions for an individual using customized displays on a speech-generating device and can serve as an example for interventionists who need to compare intervention strategies to identify approaches that are most appropriate for a specific learner. This study compared the performance of locating vocabulary in embedded and non-embedded visual scene displays (VSDs) on a speech-generating device by one 19-year-old male diagnosed with autism spectrum disorder. A single case experimental alternating treatment design was applied and the participant was taught to locate 48 vocabulary items that were equally divided among eight VSDs (i.e. four embedded and four non-embedded VSDs, each containing six vocabulary items). Accuracy and latency data for locating target VSDs and vocabulary items were measured over 12 intervention sessions and one maintenance session. Results show that the participant was initially more accurate and faster in locating vocabulary among embedded VSDs, when compared to non-embedded VSDs. However, over the course of 12 intervention sessions and the maintenance session, his performance became similar among both embedded and non-embedded VSDs. Implications regarding the clinical utility of the single case alternating treatment design and limitations are discussed.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"36 1","pages":"18 - 3"},"PeriodicalIF":1.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659019884111","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43891405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1177/0265659019878279
{"title":"Notes on contributors for October 2019","authors":"","doi":"10.1177/0265659019878279","DOIUrl":"https://doi.org/10.1177/0265659019878279","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"35 1","pages":"187 - 188"},"PeriodicalIF":1.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659019878279","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42228756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tanya Serry is a speech-language therapist and Associate Professor (Literacy) in the School of Education at La Trobe University. Her research interests are on language and literacy and learning difficulties among students from the early years through to tertiary students as well as students experiencing social disadvantage. She has consulted widely on how to facilitate greater collaboration between educators, parents, speech language therapist and psychologists.
{"title":"Notes on contributors","authors":"P. Snow","doi":"10.2307/j.ctvpbnn5q.14","DOIUrl":"https://doi.org/10.2307/j.ctvpbnn5q.14","url":null,"abstract":"Tanya Serry is a speech-language therapist and Associate Professor (Literacy) in the School of Education at La Trobe University. Her research interests are on language and literacy and learning difficulties among students from the early years through to tertiary students as well as students experiencing social disadvantage. She has consulted widely on how to facilitate greater collaboration between educators, parents, speech language therapist and psychologists.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"215 - 218"},"PeriodicalIF":1.0,"publicationDate":"2019-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41662389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-16DOI: 10.1177/0265659019874851
Louisa Reeves, J. Freed, Jonathan Wright, E. Wood, R. Black, Mary Hartshorne, C. Adams
Oral language skills in childhood are known to predict literacy levels and academic performance. Identification of children’s low-average oral language skills in school is challenging when clear criteria for developmental language disorder are not met. There are few studies of targeted, school-based oral language interventions for the older child. This study aimed to investigate the feasibility of implementing and evaluating a manualized language intervention (Talk Boost KS2) for children aged between 7 and 9 years who were identified as having low-average oral language skills, as delivered by trained teaching assistants in mainstream schools. Twenty-one UK mainstream primary schools each selected eight Year 3 (7–8-year-olds) and Year 4 (8–9-year-olds) children with low-average oral language skills. School staff received training in a new manualized intervention, Talk Boost KS2. Schools were allocated to an Active Intervention (AI) or a Waiting Control condition (WC) condition. The final sample consisted of 162 children of which 87 were allocated to the AI condition and 75 to the WC condition. Progress in favour of the intervention was found on teacher ratings of speech, language and communication needs and on a Learning Behaviours Checklist but not on standardized language or reading comprehension tests. Parents of AI children reported improvements in communication and language skills. Teaching staff reported significant increases in confidence and knowledge in managing children with low-average oral language skills as a result of being involved in the intervention. The findings are discussed in relation to the imperative to provide practical language intervention tools as well as training and support for education staff in order to support children with low-average oral language skills in mainstream schools.
{"title":"Feasibility and evaluation of Talk Boost KS2: A school-based programme for oral language skills in children with low-average communication skills in Key Stage 2","authors":"Louisa Reeves, J. Freed, Jonathan Wright, E. Wood, R. Black, Mary Hartshorne, C. Adams","doi":"10.1177/0265659019874851","DOIUrl":"https://doi.org/10.1177/0265659019874851","url":null,"abstract":"Oral language skills in childhood are known to predict literacy levels and academic performance. Identification of children’s low-average oral language skills in school is challenging when clear criteria for developmental language disorder are not met. There are few studies of targeted, school-based oral language interventions for the older child. This study aimed to investigate the feasibility of implementing and evaluating a manualized language intervention (Talk Boost KS2) for children aged between 7 and 9 years who were identified as having low-average oral language skills, as delivered by trained teaching assistants in mainstream schools. Twenty-one UK mainstream primary schools each selected eight Year 3 (7–8-year-olds) and Year 4 (8–9-year-olds) children with low-average oral language skills. School staff received training in a new manualized intervention, Talk Boost KS2. Schools were allocated to an Active Intervention (AI) or a Waiting Control condition (WC) condition. The final sample consisted of 162 children of which 87 were allocated to the AI condition and 75 to the WC condition. Progress in favour of the intervention was found on teacher ratings of speech, language and communication needs and on a Learning Behaviours Checklist but not on standardized language or reading comprehension tests. Parents of AI children reported improvements in communication and language skills. Teaching staff reported significant increases in confidence and knowledge in managing children with low-average oral language skills as a result of being involved in the intervention. The findings are discussed in relation to the imperative to provide practical language intervention tools as well as training and support for education staff in order to support children with low-average oral language skills in mainstream schools.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"35 1","pages":"221 - 240"},"PeriodicalIF":1.0,"publicationDate":"2019-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659019874851","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45124884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-12DOI: 10.1177/0265659019874858
Jacqueline H. Y. Lim, P. Mccabe, A. Purcell
This study explored the feasibility of training school teaching assistants to provide the treatment, Dynamic Temporal and Tactile Cueing to treat childhood apraxia of speech (CAS, also known as developmental verbal dyspraxia). The study used a single case experimental design across behaviours and a qualitative evaluation of teaching assistant experiences using interviews. Two student-teaching assistant dyads participated. One child was aged 6;2 (6 years 2 months) and the other 5;6 at the time of the study. Both participants had speech characteristics consistent with the features outlined in the 2007 Technical Report on CAS from the American Speech and Language Hearing Association (ASHA). These included lengthened and disrupted coarticulatory transitions between sounds and syllables, inappropriate prosody and inconsistent errors on consonants and vowels. Treatment outcomes were measured using visual analysis and calculations of total-change improvement rate difference (TC-IRD) and composite IRD (C-IRD) based on percent of phonemes correct. Fidelity to the treatment protocol was measured using a Fidelity Score. Visual analysis of both child participant’s data showed an upward trend for all treatment and similar words and a flatter trajectory for control words. Both child participants had a TC-IRD score of 100% for all treatment words. One child also had a TC-IRD score of 100% for their similar words and a TC-score of 25% for their control words. The second child had a TC-score of 67% for similar and control words. Both teaching assistants had a Fidelity Score of over 90%. Both teaching assistants reported positive experiences in conducting the program. Training teaching assistants may be an effective means of providing treatment to children with CAS while they are at school. Training teaching assistants also helps to improve their capacity which may have positive implications in their interactions with other children with speech sound disorders.
{"title":"‘Another tool in my toolbox’: Training school teaching assistants to use dynamic temporal and tactile cueing with children with childhood apraxia of speech","authors":"Jacqueline H. Y. Lim, P. Mccabe, A. Purcell","doi":"10.1177/0265659019874858","DOIUrl":"https://doi.org/10.1177/0265659019874858","url":null,"abstract":"This study explored the feasibility of training school teaching assistants to provide the treatment, Dynamic Temporal and Tactile Cueing to treat childhood apraxia of speech (CAS, also known as developmental verbal dyspraxia). The study used a single case experimental design across behaviours and a qualitative evaluation of teaching assistant experiences using interviews. Two student-teaching assistant dyads participated. One child was aged 6;2 (6 years 2 months) and the other 5;6 at the time of the study. Both participants had speech characteristics consistent with the features outlined in the 2007 Technical Report on CAS from the American Speech and Language Hearing Association (ASHA). These included lengthened and disrupted coarticulatory transitions between sounds and syllables, inappropriate prosody and inconsistent errors on consonants and vowels. Treatment outcomes were measured using visual analysis and calculations of total-change improvement rate difference (TC-IRD) and composite IRD (C-IRD) based on percent of phonemes correct. Fidelity to the treatment protocol was measured using a Fidelity Score. Visual analysis of both child participant’s data showed an upward trend for all treatment and similar words and a flatter trajectory for control words. Both child participants had a TC-IRD score of 100% for all treatment words. One child also had a TC-IRD score of 100% for their similar words and a TC-score of 25% for their control words. The second child had a TC-score of 67% for similar and control words. Both teaching assistants had a Fidelity Score of over 90%. Both teaching assistants reported positive experiences in conducting the program. Training teaching assistants may be an effective means of providing treatment to children with CAS while they are at school. Training teaching assistants also helps to improve their capacity which may have positive implications in their interactions with other children with speech sound disorders.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"35 1","pages":"241 - 256"},"PeriodicalIF":1.0,"publicationDate":"2019-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0265659019874858","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49466545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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