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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 20 of 20 1 Charlie Chaplin and gesture training in severe aphasia: A controlled double-blind single-case experimental design Krasny-Pacini, Agata; François, Pierre-Olivier; Vibrac, Clémence... In: ISSN: 1877-0657 ; Annals of Physical and Rehabilitation Medicine ; https://hal.archives-ouvertes.fr/hal-03652710 ; Annals of Physical and Rehabilitation Medicine, Elsevier Masson, 2021, 64 (1), pp.101356. &#x27E8;10.1016/j.rehab.2019.12.010&#x27E9; (2021) BASE Show details 2 Effectiveness of an Early Literacy Intervention for Increasing Teen Parents' Child-Directed Speech and Conversational Turns Christie, Deborah H.. - : Digital Commons @ University of South Florida, 2021 In: Graduate Theses and Dissertations (2021) BASE Show details 3 Providing Performance Feedback to Paraeducators Implementing PALS Jones, Brian. - : eScholarship, University of California, 2020 BASE Show details 4 AN EVALUATION OF DEFERRED TIME-OUT TO TREAT NONCOMPLIANCE IN THE CLASSROOM SETTING Buzenski, Jessica M.. - : East Carolina University, 2018 BASE Show details 5 Measuring the Concurrent Effects of One Listening Comprehension Intervention on the Comprehension and Communication of Students with ASD and ID Haughney, Kathryn L In: Georgia Educational Research Association Conference (2018) BASE Show details 6 A functional analysis of two transdiagnostic, emotion-focused interventions on nonsuicidal self-injury Bentley, Kate H.; Sauer-Zavala, Shannon; Nock, Matthew K.. - : American Psychological Association, 2017 BASE Show details 7 Speech-language pathology intervention for young offenders Swain, Nathaniel Robert. - 2017 BASE Show details 8 Environmental influences on communication development: Implications for children with neurodevelopmental communication impairments Betancourt, Mariana Aparicio. - 2017 BASE Show details 9 Targeting collaborative referencing in aphasia: evidence from a mixed methods treatment study Devanga, Suma Ramesh. - 2017 Abstract: The current study integrates the distributed communication theory (Hengst, 2015) with the social philosophies of interventions for aphasia with the aim of investigating the communicative changes in four individuals with chronic aphasia and their clinician-partners during the study sessions (both during the treatment, and during probe conditions), as well as outside of the study sessions. Adopting an overarching interpretive case study design and an embedded multiple-probe single-case experimental design, this mixed methods study combines qualitative ethnographic methodologies (e.g., observations, interviews, patient-reports), discourse analysis procedures (e.g., collaborative referencing), and quantitative experimental methodologies (e.g., multiple-probes) to understand the different dimensions of the process and effects of treatment. Data collection included 108 videotaped study sessions with 27 sessions completed by each of the four participant pairs that consisted of the following: (a) 2 pre-treatment sessions (b) 5 baseline sessions (c) 15 barrier treatment protocol (BTP; Hengst, Duff & Dettmer, 2010) sessions with 5 weekly treatment probes, and (d) 5 maintenance sessions. The baseline, treatment probe and maintenance sessions consisted of 2 dependent variables, a collaborative confrontation naming (CCN) probe of 12 personally relevant probe-cards per session, followed by a 10-minute conversation probe using the mediated discourse elicitation protocol (Hengst & Duff, 2007). Each BTP treatment session (i.e., independent variable) consisted of 6 trials of the collaborative referencing task, during which the client and clinician alternatively took turns to identify and match personally relevant treatment-cards to their numbered boards with a partial-barrier separating them. Two patient-reported outcome measures— communication confidence profile (Babbitt & Cherney, 2010), and conversation profile (Whitworth, Perkins & Lesser, 1997) were also administered during baseline, treatment probe and maintenance sessions. All the treatment sessions and conversation probes were transcribed and coded for discourse analysis. The CCN probes were scored by two independent raters using the adapted PICA scale (Porch Index of Communicative Ability; Porch, 1971); the conversation probes were analyzed for the changes in non-content conversational synchrony (Gupta, 2012) and content-conversational synchrony (e.g., Hengst et al., 2016). Results from the analysis for collaborative referencing revealed that all four participant-pairs successfully completed the 15 barrier treatment protocol sessions, and the findings were consistent with the collaborative referencing model (Clark & Wilkes-Gibbs, 1986) in that, there was a high mean accuracy of card placement of 99.95%, with reduced collaborative effort across trials per card placement, and also with simplification of the initiating referencing expressions across trials and sessions. Extending beyond the model, we found a high number of repetitions of card labels with increased consistency in using agreed-upon labels across participant pairs supporting the findings from Hengst et al., (2010), which suggest that repeated engagement in collaborative referencing serves as the grounds for learning. Results from the analysis of the CCN probe revealed a positive treatment effect on naming with a Tau-U treatment effect size of 0.92 at p<0.0001, indicating a functional relation between the treatment and naming. Analysis of non-content and content conversational synchrony revealed variable results across participant-pairs and across sessions, indicating no functional relation between the treatment and conversational synchrony. Results from the two patient-reported outcome measures showed that there were reports of increased communication confidence and increased conversational participation in diverse activities and situations, indicating a positive impact of the treatment outside of the study sessions, in the everyday lives of the four participants. Consistent with the previous literature on barrier treatment protocol, this study found successful collaborative referencing and verbal learning of references within treatment sessions in all four participant pairs. More strikingly, the results indicated that the treatment effects were generalized to a clinical naming task, and also that the patient reports indicated a significant impact of the treatment on the communicative lives of individuals with aphasia. This research highlights the use of communicative engagement as a therapy tool for aphasia, with clinical implications regarding both assessment and management of neurogenic communication disorders. They also point to the potential benefits of using patient-reported outcome measures and discourse analysis measures to design and study novel treatment approaches to better meet the real-life communication goals. Keyword: Aphasia intervention; Barrier task; Communication confidence; Conversational synchrony; Distributed communication theory; Functional outcomes; Patient-reported outcome measures; Single-case experimental design; Social approach URL: http://hdl.handle.net/2142/97684 BASE Hide details 10 The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 Statement Tate, Robyn L.; Perdices, Michael; Rosenkoetter, Ulrike. - : Routledge, 2016 BASE Show details 11 The Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016 statement Tate, Robyn L.; Perdices, Michael; Rosenkoetter, Ulrike. - : Routledge, 2016 BASE Show details 12 Scaffolding Emergent Academic Language with ELL Children: Multi-Touch Tables in Preschool Miller, Catherine Anne. - : eScholarship, University of California, 2015 In: Miller, Catherine Anne. (2015). Scaffolding Emergent Academic Language with ELL Children: Multi-Touch Tables in Preschool. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/5wm6555h (2015) BASE Show details 13 Performance Feedback to Improve Classroom Management Practices Garcia, Melissa. - : eScholarship, University of California, 2015 In: Garcia, Melissa. (2015). Performance Feedback to Improve Classroom Management Practices. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/4vk9m5p5 (2015) BASE Show details 14 EFFECTIVENESS OF PROLOQUO2GO TM IN ENHANCING COMMUNICATION IN CHILDREN WITH AUTISM DURING ABA THERAPY Krcek, Taylor Eastin In: Doctoral Dissertations (2015) BASE Show details 15 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 In: Davidson, Sean Jeremy. (2014). Morphological Analysis Training for English Language Learners With Reading Difficulties. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/70c919st (2014) BASE Show details 16 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 BASE Show details 17 Morphological Analysis Training for English Language Learners With Reading Difficulties Davidson, Sean Jeremy. - : eScholarship, University of California, 2014 BASE Show details 18 The effectiveness of milieu language strategies on the English language growth of Head Start children learning English as a second lnaguage Worthington, Emily In: Graduate Theses and Dissertations (2011) BASE Show details 19 Distance Education and Community Learning Networks linked by a Library of Culture Santiago, Joseph A In: Student Affairs Digital Community Development (2011) BASE Show details 20 Applications in pharmacokinetic modeling Arnold, Esther. - : uga, 2003 BASE Show details

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