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Compensation to Altered Auditory Feedback in Children With Developmental Language Disorder and Typical Development
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In: Communication Sciences and Disorders Publications (2021)
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Using implementation science to engage stakeholders and improve outcome measurement in a preschool speech-language service system
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In: Communication Sciences and Disorders Publications (2020)
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Effectiveness of a parent-implemented language intervention for late-to-talk children: a real-world retrospective clinical chart review
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In: Communication Sciences and Disorders Publications (2020)
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Establishing consensus among community clinicians on how to categorize and define preschoolers’ speech and language impairments at assessment
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In: Communication Sciences and Disorders Publications (2019)
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Exploring participation and impairment-based outcomes for Target Word™: A parent-implemented intervention for preschoolers identified as late-to-talk
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In: Communication Sciences and Disorders Publications (2019)
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Abstract:
© The Author(s) 2019. This study explored participation- and impairment-based outcomes for 24 late-to-talk toddlers (M age = 20.46 months, SD = 3.09, 62.5% male) whose parents participated in Target Word™, The Hanen Program® for Parents of Children who are Late Talkers in community clinics across Ontario. Parents completed the MacArthur–Bates Communicative Development Inventories (MBCDI), The Focus on the Outcomes of Communication Under Six (FOCUS-34), and a speech sound checklist: (1) prior to starting the program, (2) at the end of direct intervention, and (3) after a consolidation period. Speech-language pathologists classified children’s communicative function using the Communication Function Classification System (CFCS) at all assessment points and provided FOCUS scores from an initial assessment. No change was recorded in CFCS levels between initial assessment and start of the program, but many children moved to a more advanced level by the end of the program (n = 12) or consolidation period (n = 19). Significant changes in children’s communicative participation skills (FOCUS) were found between initial assessment and the start of the program, and during the 12-week direct intervention (75% made clinically meaningful change). Significant growth in expressive vocabulary and consonant inventory occurred during direct intervention. Correlations between change on impairment- and participation-based measures were not significant. The Target Word program appears to improve communicative function for late-to-talk preschoolers. Children also made gains in communicative participation skills, expressive vocabulary, and consonant inventory during the program, but further research is needed to determine the effectiveness of Target Word in these areas.
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Keyword:
Communication Sciences and Disorders; communicative participation; intervention; late talkers; outcomes; parent-implemented
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URL: https://journals.sagepub.com/doi/abs/10.1177/0265659019846931?journalCode=clta https://ir.lib.uwo.ca/scsdpub/13
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The speech-language pathologist's role in supporting the development of self-regulation: A review and tutorial
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In: Communication Sciences and Disorders Publications (2019)
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Barriers to implementing evidence-based assessment procedures: Perspectives from the front lines in pediatric speech-language pathology
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In: Communication Sciences and Disorders Publications (2019)
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Effectiveness of a parent-implemented language intervention for late-to-talk children: A real-world retrospective clinical chart review ...
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Maturation in auditory event-related potentials explains variation in language ability in children
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In: Communication Sciences and Disorders Publications (2018)
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Maturation in auditory event-related potentials explains variation in language ability in children.
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In: Health and Rehabilitation Sciences Publications (2018)
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Meta-analysis of receptive and expressive language skills in autism spectrum disorder
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In: Communication Sciences and Disorders Publications (2015)
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Meta-analysis of receptive and expressive language skills in autism spectrum disorder
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In: Health and Rehabilitation Sciences Publications (2015)
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Exploring the persuasive writing skills of students with high-functioning Autism Spectrum Disorder
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Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children
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Language, reading, and math learning profiles in an epidemiological sample of school age children.
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In: Brain and Mind Institute Researchers' Publications (2013)
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