| 1 |
Household transmission of Neisseria meningitidis in the African meningitis belt: a longitudinal cohort study
|
|
|
|
In: ISSN: 2214-109X ; The Lancet global health ; https://hal-riip.archives-ouvertes.fr/pasteur-03238489 ; The Lancet global health, Elsevier, 2016, 4 (12), pp.e989-e995. ⟨10.1016/S2214-109X(16)30244-3⟩ (2016)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
|
|
Norbury, Courtenay; Leonard, Laurence; McCartney, Elspeth; O'Hare, Anne; Baird, Gillian; Thompson, Paul A.; Soppitt, Richard; Gallagher, Aoife; Cohen, Nancy; Taylor, Cate; Bellair, Jude; Lynham, Stephanie; Westerveld, Marleen; Grist, Mandy; Clegg, Judy; Cardy, Janis Oram; Lascelles, Linda; Whitehouse, Andrew; Speake, Jane; Purdy, Suzanne; Restrepo, Laida; Stringer, Helen; Redmond, Sean; Carter, Glenn; Dockrell, Julie; Mathura, Narad; O'Toole, Ciara; Murphy, Carol-Anne; Adams, Catherine; Volden, Joanne; Tager-Flusberg, Helen; Huneke, Alison; Gore-Langton, Emma; Snow, Pamela; Reilly, Sheena; Brownlie, Elizabeth; Law, James; Tomblin, Bruce; Arnold, Elina Mainela; McKean, Cristina; Slonims, Vicky; Krishnan, Saloni; McNeill, Brigid; Hartshorne, Mary; Archibald, Lisa; Ebbels, Susan; Rice, Mabel; Tannock, Rosemary; Kedge, Sally; Klee, Thomas; Joanisse, Marc; Greenhalgh, Trisha; Snowling, Margaret J.; Paul, Rhea; Bishop, Dorothy Vera M.; Bauer, Ann; Boyle, Christopher; Gibbs, Simon; Clark, Becky; Spencer, Sarah; Conti-Ramsden, Gina; Dunn, Janet; Morgan, Angela. - : Public Library Science, 2016
|
|
Abstract:
Delayed or impaired language development is a common developmental concern, yet there is little agreement about the criteria used to identify and classify language impairments in children. Children's language difficulties are at the interface between education, medicine and the allied professions, who may all adopt different approaches to conceptualising them. Our goal in this study was to use an online Delphi technique to see whether it was possible to achieve consensus among professionals on appropriate criteria for identifying children who might benefit from specialist services. We recruited a panel of 59 experts representing ten disciplines (including education, psychology, speech-language therapy/pathology, paediatrics and child psychiatry) from English-speaking countries (Australia, Canada, Ireland, New Zealand, United Kingdom and USA). The starting point for round 1 was a set of 46 statements based on articles and commentaries in a special issue of a journal focusing on this topic. Panel members rated each statement for both relevance and validity on a seven-point scale, and added free text comments. These responses were synthesised by the first two authors, who then removed, combined or modified items with a view to improving consensus. The resulting set of statements was returned to the panel for a second evaluation (round 2). Consensus (percentage reporting 'agree' or 'strongly agree') was at least 80 percent for 24 of 27 round 2 statements, though many respondents qualified their response with written comments. These were again synthesised by the first two authors. The resulting consensus statement is reported here, with additional summary of relevant evidence, and a concluding commentary on residual disagreements and gaps in the evidence base. ; This work was funded by Wellcome Trust (http://www.wellcome.ac.uk/) grant 082498/Z/07/Z to DVMB. (082498/Z/07/Z - Wellcome Trust; NF-SI-0512-10031 - National Institute for Health Research) ; Published version
|
|
Keyword:
6-year-old children; Age-children; Attention deficit hyperactivity disorder; Australia; Autism spectrum disorder; Canada; CATALISE consortium; Childhood aphasia; Cochlear implants; Delphi technique; Dynamic assessment; Humans; Interdisciplinary studies; Ireland; Language disorders; Multidisciplinary sciences; New Zealand; Outcome measure; Preschool children; Science & technology; United Kingdom; Young children
|
|
URL: https://doi.org/10.1371/journal.pone.0158753
http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000380005400115&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e74115fe3da270499c3d65c9b17d654
https://hdl.handle.net/2144/33290
|
|
BASE
|
|
Hide details
|
|
|
| 3 |
ФОРМИРОВАНИЕ ВНИМАНИЯ КАК ОДНО ИЗ УСЛОВИЙ ПРЕОДОЛЕНИЯ НАРУШЕНИЙ ФОНЕМАТИЧЕСКИХ ПРОЦЕССОВ У ДЕТЕЙ СТАРШЕГО ДОШКОЛЬНОГО ВОЗРАСТА С ОНР
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Логопедическое сопровождение детей раннего и дошкольного возраста с ограниченными возможностями здоровья в условиях инклюзивной практики
|
|
ГРИГОРЕНКО НАТАЛЬЯ ЮРЬЕВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Уральский государственный педагогический университет», 2016
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Language development in the preschool classroom: The moderating role of emotional support ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Mathematisches Lernen unter besonderer Berücksichtigung der zentralen Einflussfaktoren Sprache und Arbeitsgedächtnis ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Von der Beobachtung zum Förderkonzept: Jedes Spiel ist Förderung ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Zur Entwicklung eines interaktiven Verfahrens der Sprachstandsermittlung bei mehrsprachig aufwachsenden Kindern. Von der Idee zu ersten Umsetzungsschritten ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Wie können wir alltagsbegleitend die Sprachentwicklung beobachten und bewerten? ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Sprache und Inklusion als Chance?! Expertise und Innovation für Kita, Schule und Praxis ...
|
|
null. - : Schulz-Kirchner Verlag, 2016
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Warum Erzieherinnen genau beobachten sollten. Entwicklungen – Verzögerungen – Entwicklungsstörungen ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Die Kunst der Beobachtung: Aber wie?
|
|
|
|
In: Conrady, Peter [Hrsg.]: Sprachbildung: alltagsintegriert, kooperativ, inklusiv. Wissen und Ideen für die Kita-Praxis. Braunschweig : Westermann 2016, S. 117-118. - (Praxis Frühe Bildung) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Wie können wir alltagsbegleitend die Sprachentwicklung beobachten und bewerten?
|
|
|
|
In: Conrady, Peter [Hrsg.]: Sprachbildung: alltagsintegriert, kooperativ, inklusiv. Wissen und Ideen für die Kita-Praxis. Braunschweig : Westermann 2016, S. 114-116. - (Praxis Frühe Bildung) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Warum Erzieherinnen genau beobachten sollten. Entwicklungen – Verzögerungen – Entwicklungsstörungen
|
|
|
|
In: Conrady, Peter [Hrsg.]: Sprachbildung: alltagsintegriert, kooperativ, inklusiv. Wissen und Ideen für die Kita-Praxis. Braunschweig : Westermann 2016, S. 14-17. - (Praxis Frühe Bildung) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Gezielte Sprachstandsmessung als individuelle Aufgabe
|
|
|
|
In: Conrady, Peter [Hrsg.]: Sprachbildung: alltagsintegriert, kooperativ, inklusiv. Wissen und Ideen für die Kita-Praxis. Braunschweig : Westermann 2016, S. 123. - (Praxis Frühe Bildung) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Sprache und Inklusion als Chance?! Expertise und Innovation für Kita, Schule und Praxis
|
|
|
|
In: Idstein : Schulz-Kirchner Verlag 2016, 464 S. - (Sprachheilpädagogik aktuell. Beiträge für Schule, Kindergarten, therapeutische Praxis; 2) (2016)
|
|
BASE
|
|
Show details
|
|
|
|
|
