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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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Comparing Traditional and Tablet-Based Intervention for Children With Speech Sound Disorders: A Randomized Controlled Trial
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The effectiveness of classroom vocabulary intervention for adolescents with language disorder
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Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial
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Evaluating ‘enhancing pragmatic language skills for young children with social communication impairments’ (E-PLAYS): protocol for a feasibility randomised controlled trial study
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Exploring the feasibility of a classroom-based vocabulary intervention for mainstream secondary school students with language disorder
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Vocabulary intervention for adolescents with language disorder: a systematic review
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Working Memory in Children with Speech, Language and Communication Needs
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An International Perspective: Supporting Adolescents with Speech, Language, and Communication Needs in the United Kingdom
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Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech-sound disorders
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Intelligibility as a clinical outcome measure following intervention with children with phonologically based speech-sound disorders
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Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study
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Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study
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Abstract:
Background: In Portugal, the routine clinical practice of speech and language therapists (SLTs) in treating children with all types of speech sound disorder (SSD) continues to be articulation therapy (AT). There is limited use of phonological therapy (PT) or phonological awareness training in Portugal. Additionally, at an international level there is a focus on collecting information on and differentiating between the effectiveness of PT and AT for children with different types of phonologically based SSD, as well as on the role of phonological awareness in remediating SSD. It is important to collect more evidence for the most effective and efficient type of intervention approach for different SSDs and for these data to be collected from diverse linguistic and cultural perspectives. Aims: To evaluate the effectiveness of a PT and AT approach for treatment of 14 Portuguese children, aged 4.0–6.7 years, with a phonologically based SSD. Methods & Procedures: The children were randomly assigned to one of the two treatment approaches (seven children in each group). All children were treated by the same SLT, blind to the aims of the study, over three blocks of a total of 25 weekly sessions of intervention. Outcome measures of phonological ability (percentage of consonants correct (PCC), percentage occurrence of different phonological processes and phonetic inventory) were taken before and after intervention. A qualitative assessment of intervention effectiveness from the perspective of the parents of participants was included. Outcomes & Results: Both treatments were effective in improving the participants’ speech, with the children receiving PT showing a more significant improvement in PCC score than those receiving the AT. Children in the PT group also showed greater generalization to untreated words than those receiving AT. Parents reported both intervention approaches to be as effective in improving their children’s speech. Conclusions & Implications: The PT (combination of expressive phonological tasks, phonological awareness, listening and discrimination activities) proved to be an effective integrated method of improving phonological SSD in children. These findings provide some evidence for Portuguese SLTs to employ PT with children with phonologically based SSD
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Keyword:
Articulation; Children; Effectiveness; Intervention; Phonologically based speech sound disorders
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URL: https://doi.org/10.1111/j.1460-6984.2012.00191.x http://hdl.handle.net/10400.22/3318
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The working practices and clinical experiences of paediatric speech and language therapists: a national UK survey
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Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents
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"A place where I can be me": a role for social and leisure provision to support young people with language impairment
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Children with phonological problems: a survey of clinical practice
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Comparing and contrasting views: Building a consensus around quality of life with aphasia
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