Pub Date : 2022-10-01DOI: 10.1097/TLD.0000000000000297
Beth M Phillips, Felesa Oliver, Karli B Willis
Children from backgrounds of poverty often lag behind more advantaged peers in early language skills, including breadth and depth of vocabulary knowledge. We report the results of a pilot study of an explicit and elaborated vocabulary intervention in preschool classrooms serving children from lower-income backgrounds. The intervention used multimodal instruction, including segments from public television children's programs and interactive games, to build children's knowledge of and semantic connections for 128 words across 18 weeks of daily lessons. Within 39 classrooms representing childcare, Head Start, and public prekindergarten settings, 192 preschool-age children (M = 52.10 months) participated in structured lessons and extension activities delivered by teachers and aides. Within-child comparisons of growth for taught target words versus matched untaught words revealed that children grew on all words but demonstrated significantly greater growth for taught words. Results support the value of elaborated and explicit vocabulary instruction and the role of visual media as contexts for preschooler's word learning.
{"title":"Engaging, Explicit, and Elaborated: An Initial Trial of Media-Enhanced Preschool Vocabulary Instruction.","authors":"Beth M Phillips, Felesa Oliver, Karli B Willis","doi":"10.1097/TLD.0000000000000297","DOIUrl":"10.1097/TLD.0000000000000297","url":null,"abstract":"Children from backgrounds of poverty often lag behind more advantaged peers in early language skills, including breadth and depth of vocabulary knowledge. We report the results of a pilot study of an explicit and elaborated vocabulary intervention in preschool classrooms serving children from lower-income backgrounds. The intervention used multimodal instruction, including segments from public television children's programs and interactive games, to build children's knowledge of and semantic connections for 128 words across 18 weeks of daily lessons. Within 39 classrooms representing childcare, Head Start, and public prekindergarten settings, 192 preschool-age children (M = 52.10 months) participated in structured lessons and extension activities delivered by teachers and aides. Within-child comparisons of growth for taught target words versus matched untaught words revealed that children grew on all words but demonstrated significantly greater growth for taught words. Results support the value of elaborated and explicit vocabulary instruction and the role of visual media as contexts for preschooler's word learning.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9974156/pdf/nihms-1827001.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10815611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.1097/TLD.0000000000000294
E. Hadley, Molly E. Scott, M. Foster, David K. Dickinson, K. Hirsh-Pasek, R. Golinkoff
This study examined preschool teachers' fidelity in implementing a vocabulary intervention. The purpose of the study is to inform the scaling up of vocabulary interventions, identifying strategies that are both feasible for teachers and effective for vocabulary learning. We analyzed data from a vocabulary intervention in which teachers (n = 10) taught 80 new target words to children (n = 138) during shared book reading (BR) and playful learning experiences (PLEs). Teachers were asked to use core intervention strategies, which included both teacher- and child-focused practices. Results showed that teachers had higher adherence to strategies in BR than in PLEs and for teacher-focused strategies versus child-focused practices. Across settings, teachers' use of core strategies and the use of child-focused practices were significantly related to children's vocabulary outcomes. Results not only suggest the importance of child-focused vocabulary teaching strategies but also indicate the need for additional coaching in this area for teachers.
{"title":"Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention","authors":"E. Hadley, Molly E. Scott, M. Foster, David K. Dickinson, K. Hirsh-Pasek, R. Golinkoff","doi":"10.1097/TLD.0000000000000294","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000294","url":null,"abstract":"This study examined preschool teachers' fidelity in implementing a vocabulary intervention. The purpose of the study is to inform the scaling up of vocabulary interventions, identifying strategies that are both feasible for teachers and effective for vocabulary learning. We analyzed data from a vocabulary intervention in which teachers (n = 10) taught 80 new target words to children (n = 138) during shared book reading (BR) and playful learning experiences (PLEs). Teachers were asked to use core intervention strategies, which included both teacher- and child-focused practices. Results showed that teachers had higher adherence to strategies in BR than in PLEs and for teacher-focused strategies versus child-focused practices. Across settings, teachers' use of core strategies and the use of child-focused practices were significantly related to children's vocabulary outcomes. Results not only suggest the importance of child-focused vocabulary teaching strategies but also indicate the need for additional coaching in this area for teachers.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42353535","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 : 2022-10-01DOI: 10.1097/tld.0000000000000298
{"title":"Advances in Vocabulary Instruction: Can We Bridge the Word Gap?","authors":"","doi":"10.1097/tld.0000000000000298","DOIUrl":"https://doi.org/10.1097/tld.0000000000000298","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45292945","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 : 2022-10-01DOI: 10.1097/TLD.0000000000000295
Annemarie H. Hindman, JeanMarie Farrow, B. Wasik
Back-and-forth conversations with adults are critical for developing children's language, and, therefore, an important part of the early childhood classroom learning environment; however, the specific nature of teacher feedback, one component of teacher–child conversations, on child language has not been widely studied. This article examined preschool teacher–child conversations during interactive book reading. We coded and analyzed the frequency and content of teacher talk, including feedback, among 20 teachers (11 who participated in a language and literacy intervention; 9 in business-as-usual instruction). Findings revealed that, particularly when teachers were guided on how to initiate and sustain intentional conversations, more conversations took place and were associated with higher overall classroom quality on a commonly used global assessment (the Classroom Assessment Scoring System); likewise, more teacher feedback occurred in intervention classrooms. The frequency of teacher feedback was uniquely linked to children's vocabulary learning on standardized measures beyond the effects of global classroom quality. Findings support the importance of understanding and supporting teacher feedback as an essential part of classroom conversations.
{"title":"Teacher–Child Conversations in Preschool","authors":"Annemarie H. Hindman, JeanMarie Farrow, B. Wasik","doi":"10.1097/TLD.0000000000000295","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000295","url":null,"abstract":"Back-and-forth conversations with adults are critical for developing children's language, and, therefore, an important part of the early childhood classroom learning environment; however, the specific nature of teacher feedback, one component of teacher–child conversations, on child language has not been widely studied. This article examined preschool teacher–child conversations during interactive book reading. We coded and analyzed the frequency and content of teacher talk, including feedback, among 20 teachers (11 who participated in a language and literacy intervention; 9 in business-as-usual instruction). Findings revealed that, particularly when teachers were guided on how to initiate and sustain intentional conversations, more conversations took place and were associated with higher overall classroom quality on a commonly used global assessment (the Classroom Assessment Scoring System); likewise, more teacher feedback occurred in intervention classrooms. The frequency of teacher feedback was uniquely linked to children's vocabulary learning on standardized measures beyond the effects of global classroom quality. Findings support the importance of understanding and supporting teacher feedback as an essential part of classroom conversations.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48923893","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 : 2022-10-01DOI: 10.1097/TLD.0000000000000296
Michael D. Coyne, D. McCoach, Susan M. Loftus-Rattan, D. Baker, Sharon M. Ware
We evaluated the long-term effects of a supplemental, small-group kindergarten vocabulary intervention in fall and spring of first grade and winter of second grade. Participants included students from two studies, an initial efficacy study and a subsequent replication study, identified as at risk for language and learning difficulties, who were randomly assigned in clusters to either a control group that received only classroom vocabulary instruction or a treatment group that received the classroom instruction plus small-group supplemental intervention. We also identified a group of not-at-risk students who received classroom vocabulary instruction as a reference group. Analyses using multilevel modeling indicated that students in the treatment group continued to outperform students in the control group on measures of expressive and receptive knowledge of words taught during the intervention through the winter of second grade, almost 2 years after the end of the intervention. Although long-term effects of the intervention on target word learning in second grade were substantial and meaningful, there was some deterioration of intervention effects across time. There were no effects of the kindergarten intervention on general vocabulary knowledge at posttest or any follow-up points. Findings suggest that the effects of direct and extended vocabulary instruction and intervention are generally durable and sustain over time for taught words.
{"title":"Long-Term Effects of Kindergarten Vocabulary Instruction and Intervention on Target Vocabulary Knowledge Through Second Grade","authors":"Michael D. Coyne, D. McCoach, Susan M. Loftus-Rattan, D. Baker, Sharon M. Ware","doi":"10.1097/TLD.0000000000000296","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000296","url":null,"abstract":"We evaluated the long-term effects of a supplemental, small-group kindergarten vocabulary intervention in fall and spring of first grade and winter of second grade. Participants included students from two studies, an initial efficacy study and a subsequent replication study, identified as at risk for language and learning difficulties, who were randomly assigned in clusters to either a control group that received only classroom vocabulary instruction or a treatment group that received the classroom instruction plus small-group supplemental intervention. We also identified a group of not-at-risk students who received classroom vocabulary instruction as a reference group. Analyses using multilevel modeling indicated that students in the treatment group continued to outperform students in the control group on measures of expressive and receptive knowledge of words taught during the intervention through the winter of second grade, almost 2 years after the end of the intervention. Although long-term effects of the intervention on target word learning in second grade were substantial and meaningful, there was some deterioration of intervention effects across time. There were no effects of the kindergarten intervention on general vocabulary knowledge at posttest or any follow-up points. Findings suggest that the effects of direct and extended vocabulary instruction and intervention are generally durable and sustain over time for taught words.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48478802","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}
Michelle L Gravier, William D Hula, Jeffrey P Johnson, Alyssa Autenreith, Michael Walsh Dickey
{"title":"Is there a Relationship Between Cortisol and Treatment Response in Chronic Aphasia?","authors":"Michelle L Gravier, William D Hula, Jeffrey P Johnson, Alyssa Autenreith, Michael Walsh Dickey","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9670258/pdf/nihms-1809578.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10488319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1097/TLD.0000000000000286
Maryanne Weatherill, Elizabeth Tibus, Amy D Rodriguez
Purpose: Motivation is a complex phenomenon that can influence a person's ability to make progress in treatment. We sought to understand how motivation is currently measured and utilized in aphasia rehabilitation by identifying treatment studies that (1) include measurement of motivation and (2) use motivation to predict treatment response.
Method: A scoping review was conducted by systematically searching PubMed, CINAHL, EBSCO, Ovid MEDLINE, and APA PsycInfo using the following search terms: (measurement OR treatment OR rehabilitation OR predict*) AND (motiv* OR engagement OR adherence OR compliance) AND (aphasia OR dysphasia).
Results: Two studies met our inclusion criteria. Motivation was measured differently across studies. No studies used motivation to predict treatment outcomes.
Discussion/conclusions: Despite the importance of motivation in aphasia rehabilitation success, studies that include its measurement are sparse. Additional research is needed and should include development of measurement tools and evaluation of the predictive value of motivation on treatment outcomes.
{"title":"Motivation as a Predictor of Aphasia Treatment Outcomes: A Scoping Review.","authors":"Maryanne Weatherill, Elizabeth Tibus, Amy D Rodriguez","doi":"10.1097/TLD.0000000000000286","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000286","url":null,"abstract":"<p><strong>Purpose: </strong>Motivation is a complex phenomenon that can influence a person's ability to make progress in treatment. We sought to understand how motivation is currently measured and utilized in aphasia rehabilitation by identifying treatment studies that (1) include measurement of motivation and (2) use motivation to predict treatment response.</p><p><strong>Method: </strong>A scoping review was conducted by systematically searching PubMed, CINAHL, EBSCO, Ovid MEDLINE, and APA PsycInfo using the following search terms: (measurement OR treatment OR rehabilitation OR predict*) AND (motiv* OR engagement OR adherence OR compliance) AND (aphasia OR dysphasia).</p><p><strong>Results: </strong>Two studies met our inclusion criteria. Motivation was measured differently across studies. No studies used motivation to predict treatment outcomes.</p><p><strong>Discussion/conclusions: </strong>Despite the importance of motivation in aphasia rehabilitation success, studies that include its measurement are sparse. Additional research is needed and should include development of measurement tools and evaluation of the predictive value of motivation on treatment outcomes.</p>","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10026711/pdf/nihms-1808006.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9732198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1097/TLD.0000000000000291
Michelle Gravier, William D. Hula, Jeffrey P. Johnson, Alyssa M Autenreith, M. Dickey
Purpose: To evaluate whether levels of cortisol, a stress-related hormone, predicted response to intensive speech–language intervention for individuals with chronic aphasia (IWA). Secondary analyses explored baseline cortisol levels, change following intervention, association between cortisol levels and aphasia severity, self-reported communicative distress, and chronic stress. Method: Afternoon salivary cortisol levels were measured in 14 IWA during the first and last weeks of a 4-week intensive speech–language intervention epoch. Behavioral outcome measures were collected pre- and postintervention. Results: Cortisol levels did not significantly predict treatment response in this sample of IWA, although a positive trend was present. Baseline cortisol levels were not abnormally elevated, did not change from pre- to postintervention, and were not significantly correlated with any of the behavioral outcome measures. Discussion: Although afternoon salivary cortisol levels did not robustly predict treatment response in this participant sample, future studies may be warranted that include IWA with elevated levels of cortisol at pretreatment.
{"title":"Is There a Relationship Between Cortisol and Treatment Response in Chronic Aphasia?","authors":"Michelle Gravier, William D. Hula, Jeffrey P. Johnson, Alyssa M Autenreith, M. Dickey","doi":"10.1097/TLD.0000000000000291","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000291","url":null,"abstract":"Purpose: To evaluate whether levels of cortisol, a stress-related hormone, predicted response to intensive speech–language intervention for individuals with chronic aphasia (IWA). Secondary analyses explored baseline cortisol levels, change following intervention, association between cortisol levels and aphasia severity, self-reported communicative distress, and chronic stress. Method: Afternoon salivary cortisol levels were measured in 14 IWA during the first and last weeks of a 4-week intensive speech–language intervention epoch. Behavioral outcome measures were collected pre- and postintervention. Results: Cortisol levels did not significantly predict treatment response in this sample of IWA, although a positive trend was present. Baseline cortisol levels were not abnormally elevated, did not change from pre- to postintervention, and were not significantly correlated with any of the behavioral outcome measures. Discussion: Although afternoon salivary cortisol levels did not robustly predict treatment response in this participant sample, future studies may be warranted that include IWA with elevated levels of cortisol at pretreatment.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43231688","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 : 2022-07-01DOI: 10.1097/TLD.0000000000000288
Amy Engelhoven, Lauren Bislick, Sara Gray, R. H. Pompon
Purpose: Patient-reported outcome measures (PROMs) for persons with aphasia (PWA) are commonly used to measure various outcomes. Persons with aphasia commonly present with language deficits that can likely increase respondent burden. Elements that contribute to respondent burden include readability, design, and formatting methods. The aims of this study were to determine how PROMs for PWA rate in level of respondent burden and on readability levels. Method: Irwin's 2012 review of PROMs for PWA was used for inclusion criteria and additional PROMs developed after 2012 were identified. This method resulted in 14 PROMs, which were rated on proposed respondent burden criteria and also underwent a readability analysis. Results: Six PROMs achieved a 7 or higher with the proposed 10-point respondent burden measure, indicating lower respondent burden. Eight PROMs met the nationally recommended reading level of sixth grade. Conclusions: Results indicated that the several PROMs available for PWA fail to minimize respondent burden.
{"title":"Respondent Burden and Readability of Patient-Reported Outcome Measures for People With Aphasia","authors":"Amy Engelhoven, Lauren Bislick, Sara Gray, R. H. Pompon","doi":"10.1097/TLD.0000000000000288","DOIUrl":"https://doi.org/10.1097/TLD.0000000000000288","url":null,"abstract":"Purpose: Patient-reported outcome measures (PROMs) for persons with aphasia (PWA) are commonly used to measure various outcomes. Persons with aphasia commonly present with language deficits that can likely increase respondent burden. Elements that contribute to respondent burden include readability, design, and formatting methods. The aims of this study were to determine how PROMs for PWA rate in level of respondent burden and on readability levels. Method: Irwin's 2012 review of PROMs for PWA was used for inclusion criteria and additional PROMs developed after 2012 were identified. This method resulted in 14 PROMs, which were rated on proposed respondent burden criteria and also underwent a readability analysis. Results: Six PROMs achieved a 7 or higher with the proposed 10-point respondent burden measure, indicating lower respondent burden. Eight PROMs met the nationally recommended reading level of sixth grade. Conclusions: Results indicated that the several PROMs available for PWA fail to minimize respondent burden.","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44387392","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 : 2022-07-01DOI: 10.1097/tld.0000000000000287
{"title":"Considering Personal Variables as Predictors of Aphasia Rehabilitation Outcomes","authors":"","doi":"10.1097/tld.0000000000000287","DOIUrl":"https://doi.org/10.1097/tld.0000000000000287","url":null,"abstract":"","PeriodicalId":51604,"journal":{"name":"Topics in Language Disorders","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41295620","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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