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The role of actors, targets, and witnesses: Examining gratitude exchanges in a social context
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In: JOURNAL OF POSITIVE PSYCHOLOGY, vol 17, iss 2 (2022)
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An umbrella review of aphasia intervention description in research: The AsPIRE project
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Dipper, L. T.; Franklin, S.; de Aguiar, V.; Baumgaertner, A.; Brady, M.; Best, W.; Bruehl, S.; Denes, G.; Godecke, E.; Gil, M.; Kirmess, C.; Markey, M.; Meinzer, C.; Mendez Orellana, M.; Norvik, M.; Nouwens, F.; Rose, M. L.; van de Sandt, M.; Whitworth, A.; Visch-Brink, E. G.
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In: Research outputs 2014 to 2021 (2022)
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Abstract:
© 2021 Informa UK Limited, trading as Taylor & Francis Group. Background: Recent reviews conclude that aphasia intervention is effective. However, replication and implementation require detailed reporting of intervention is and a specification of participant profiles. To date, reviews concentrate more on efficacy than on intervention reporting quality. Aims: The aim of this project is to review the descriptions of aphasia interventions and participants appearing in recent systematic reviews of aphasia intervention effectiveness. The relationship between the quality of these descriptions and the robustness of research design is explored, and the replicability of aphasia interventions is evaluated. Methods and Procedures: The scope of our search was an analysis of the aphasia intervention studies included in the and EBRSR 2018 systematic reviews, and in the RCSLT 2014 literature synthesis. Intervention descriptions published separately from the intervention study (i.e. published online, in clinical tools, or a separate trial protocols) were not included. The criteria for inclusion were that participants had aphasia, the intervention involved language and/or communication, and included the following research designs: Randomised Controlled Trial (RCT), comparison or control, crossover design, case series. Exclusion criteria included non-SLT interventions, studies involving fewer than four participants, conference abstracts, studies not available in English. Studies were evaluated for completeness of intervention description using the TIDieR Checklist. Additionally, we rated the quality of patient and intervention description, with particular reference to replicability. Outcomes and Results: Ninety-three studies were included. Only 14 studies (15%) had > 50 participants. Fifty-six studies (60%) did not select participants with a specific aphasia profile, and a further 10 studies only described participants as non-fluent. Across the studies, an average of eight (of 12) TIDieR checklist items were given but information on where, tailoring, modification and fidelity items was rarely available. Studies that evaluated general aphasia intervention approaches tended to use RCT designs, whereas more specific intervention studies were more likely to use case series designs. Conclusions: Group studies were generally under-powered and there was a paucity of research looking at specific aphasia interventions for specific aphasia profiles. There was a trade-off between the robustness of the design and the level of specificity of the intervention described. While the TIDieR framework is a useful guide to information which should be included in an intervention study, it is insufficiently sensitive for assessing replicability. We consider possible solutions to the challenges of making large-scale trials more useful for determining effective aphasia intervention.
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Keyword:
Aphasia; Communication Sciences and Disorders; intervention; Medicine and Health Sciences; therapy; treatment
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URL: https://ro.ecu.edu.au/ecuworkspost2013/9689
https://doi.org/10.1080/02687038.2020.1852001
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A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário
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Moving from Needs Assessment to Intervention: Fathers’ Perspectives on Their Needs and Support for Talk with Teens about Sex
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 6; Pages: 3315 (2022)
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Motherhood and Me (Mom-Me): The Development of an Acceptance-Based Group for Women with Postpartum Mood and Anxiety Symptoms
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In: Journal of Clinical Medicine; Volume 11; Issue 9; Pages: 2345 (2022)
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Promoting Mental Health and Wellbeing in Multicultural Australia: A Collaborative Regional Approach
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 5; Pages: 2723 (2022)
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Diversity of Child and Family Characteristics of Children with Hearing Loss in Family-Centered Early Intervention in The Netherlands
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In: Journal of Clinical Medicine; Volume 11; Issue 8; Pages: 2074 (2022)
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Central American Parents’ Preferences for Content and Modality for a Family-Centered Intervention to Promote Healthful Energy Balance-Related Behaviors of Their Preschool-Age Children
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5080 (2022)
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Nonverbal Oro-Motor Exercises: Do They Really Work for Phonoarticulatory Difficulties?
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5459 (2022)
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The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia
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In: Applied Sciences; Volume 12; Issue 7; Pages: 3360 (2022)
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| 12 |
Systematic literature review on early literacy interventions for children of immigrant families, including Dyslexia
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Gao, Ying. - : Trinity College (Dublin, Ireland). School of Education, 2022
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Spelling Intervention Strategies: What Works Best?
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In: Theses/Capstones/Creative Projects (2022)
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Percurso desenvolvimental da leitura : o impacto de um programa de intervenção em consciência fonológica - PICF
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Your success is our goal: An intervention for failing students
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In: Journal of University Teaching & Learning Practice (2022)
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Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers
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In: Electronic Thesis and Dissertation Repository (2022)
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The Influence of a Values Affirmation Intervention on Students' Mathematical, Social, and Epistemological Empowerment
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In: All Graduate Theses and Dissertations (2022)
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Constraint-driven Agree
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In: Proceedings of the Linguistic Society of America; Vol 7, No 1 (2022): Proceedings of the Linguistic Society of America; 5282 ; 2473-8689 (2022)
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Charlie Chaplin and gesture training in severe aphasia: A controlled double-blind single-case experimental design
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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. ⟨10.1016/j.rehab.2019.12.010⟩ (2021)
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