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1	“Song-advantage” or “Cost of Singing”? : A Research Synthesis of Classroom-based Intervention Studies Applying Lyrics-based Language Teaching (1972–2019)
	Werner, Valentin. - : Otto-Friedrich-Universität, 2021. : Bamberg, 2021
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2	“Song-advantage” or “Cost of Singing”? A Research Synthesis of Classroom-based Intervention Studies Applying Lyrics-based Language Teaching (1972–2019)
	Werner, Valentin. - : University of Central Lancashire, 2021. : Preston, 2021
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3	The impact of intervention dose form on oral language outcomes for children with developmental language disorder
	Murphy, Carol-Anne; Tolonen, Anna-Kaisa; McKean, Cristina. - : American Speech-Language-Hearing Association, ASHA, 2021
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4	Radio als Hör-Spiel-Raum: Medienreflexion - Störung - Künstlerische Intervention
	Wodianka, Bettina. - : transcript Verlag, 2020. : DEU, 2020. : Bielefeld, 2020
	In: 4 ; 432 (2020)
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5	Chomsky and Genocide
	Jones, Adam
	In: Genocide Studies and Prevention: An International Journal (2020)
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6	The fourth industrial revolution and labour market regulation in Singapore
	Waring, Peter; Bali, Azad; Vas, Chris. - : SAGE Publications, 2020
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7	Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children.
	Scott, Jessica A; Goldberg, Hanah; Connor, Carol McDonald...
	In: Scott, Jessica A; Goldberg, Hanah; Connor, Carol McDonald; & Lederberg, Amy R. (2019). Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children. American annals of the deaf, 163(5), 596 - 618. doi:10.1353/aad.2019.0005. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/672091kx (2019)
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8	The role of editorial intervention in ongoing language variation and change in South African and Australian English
	Law, Melanie Ann. - : Sydney, Australia : Macquarie University, 2019
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9	Caregiver Descriptions of Joint Activity Routines and Perceptions of Acceptability of a Caregiver Coaching Approach to Early Autism Spectrum Disorder Intervention in South Africa
	Ramseur II, Kevin Christopher. - 2018
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10	Randomised trial of a parent-mediated intervention for infants at high risk for autism: longitudinal outcomes to age 3 years. ...
	Green, Jonathan; Pickles, Andrew; Pasco, Greg. - : Apollo - University of Cambridge Repository, 2017
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11	Randomised trial of a parent-mediated intervention for infants at high risk for autism: longitudinal outcomes to age 3 years.
	British Autism Study of Infant Siblings (BASIS) Team; Charman, Tony; Jones, Emily. - : Wiley, 2017. : J Child Psychol Psychiatry, 2017
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12	Enhancing the early home learning environment through a brief group parenting intervention: study protocol for a cluster randomised controlled trial
	Nicholson, Jan M.; Cann, Warren; Matthews, Jan; Berthelsen, Donna; Ukoumunne, Obioha C.; Trajanovska, Misel; Bennetts, Shannon K.; Hillgrove, Tessa; Hamilton, Victoria; Westrupp, Elizabeth; Hackworth, Naomi J.. - : BioMed Central, 2016
	Abstract: BACKGROUND: The quality of the home learning environment has a significant influence on children's language and communication skills during the early years with children from disadvantaged families disproportionately affected. This paper describes the protocol and participant baseline characteristics of a community-based effectiveness study. It evaluates the effects of 'smalltalk', a brief group parenting intervention (with or without home coaching) on the quality of the early childhood home learning environment. METHODS/DESIGN: The study comprises two cluster randomised controlled superiority trials (one for infants and one for toddlers) designed and conducted in parallel. In 20 local government areas (LGAs) in Victoria, Australia, six locations (clusters) were randomised to one of three conditions: standard care (control); smalltalk group-only program; or smalltalk plus (group program plus home coaching). Programs were delivered to parents experiencing socioeconomic disadvantage through two existing age-based services, the maternal and child health service (infant program, ages 6-12 months), and facilitated playgroups (toddler program, ages 12-36 months). Outcomes were assessed by parent report and direct observation at baseline (0weeks), post-intervention (12weeks) and follow-up (32weeks). Primary outcomes were parent verbal responsivity and home activities with child at 32weeks. Secondary outcomes included parenting confidence, parent wellbeing and children's communication, socio-emotional and general development skills. Analyses will use intention-to-treat random effects ("multilevel") models to account for clustering. RECRUITMENT AND BASELINE DATA: Across the 20 LGAs, 986 parents of infants and 1200 parents of toddlers enrolled and completed baseline measures. Eighty four percent of families demonstrated one or more of the targeted risk factors for poor child development (low income; receives government benefits; single, socially isolated or young parent; culturally or linguistically diverse background). DISCUSSION: This study will provide unique data on the effectiveness of a brief group parenting intervention for enhancing the early home learning environment of young children from disadvantaged families. It will also provide evidence of the extent to which additional one-on-one support is required to achieve change and whether there are greater benefits when delivered in the 1st year of life or later. The program has been designed for scale-up across existing early childhood services if proven effective.
	Keyword: Australia; Child; Child Development; Clinical Protocols; Cluster randomised controlled trial; COGNITIVE-DEVELOPMENT; COMMUNICATION; Early childhood; Early Intervention (Education); EARLY-CHILDHOOD; Education; Female; Follow-Up Studies; Home coaching; Home learning environment; Humans; Infant; Intention to Treat Analysis; LANGUAGE; Learning; Life Sciences & Biomedicine; Male; Nonprofessional; Parenting; Parenting group intervention; Pediatrics; Playgroups; Poverty; Preschool; PROGRAM; RELIABILITY; Science & Technology; SHORT-FORM; Social Environment; Socioeconomic disadvantage; SOCIOECONOMIC-STATUS; VALIDITY; YOUNG CHILDRENS DEVELOPMENT
	URL: http://hdl.handle.net/10536/DRO/DU:30110578
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13	Modelo de Resposta à Intervenção (RTI) para desenvolvimento das habilidades fonológicas com tutoria instrucional em contexto escolar: elaboração e controle de eficácia
	Fukuda, Maryse Tomoko Matsuzawa. - : Universidade Estadual Paulista (UNESP), 2016
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14	Programa de intervenção práxico-produtivo para crianças com transtorno fonológico ; Praxis-productive intervention program for children with phonological disorder
	Souza, Taísa Giannecchini Gonçalves de. - : Biblioteca Digital de Teses e Dissertações da USP, 2016. : Universidade de São Paulo, 2016. : Faculdade de Odontologia de Bauru, 2016
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15	Early response-to-intervention measures and criteria as predictors of reading disability in the beginning of third grade.
	Beach, Kristen D; O'Connor, Rollanda E
	In: Journal of learning disabilities, vol 48, iss 2 (2015)
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16	Metaphor and agency in the English-Spanish translation of texts in the social sciences
	González, Jeffrey Marcelino. - : Monash University. Faculty of Arts. School of Languages, Cultures, Literatures and Linguistics / Literary and Cultural Studies, 2015
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17	Gewalt gegen Frauen mit Behinderungen: Studie und Tagung zu Lebenssituation und Belastungen von Frauen mit Beeinträchtigungen und Behinderungen in Deutschland - eine kritische Würdigung
	Bretländer, Bettina; Schildmann, Ulrike
	In: GENDER - Zeitschrift für Geschlecht, Kultur und Gesellschaft ; 4 ; 3 ; 146-151 (2015)
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18	Dialect difference: Can awareness improve outcomes for struggling readers?
	Fletcher, J.; Everatt, J.; Belgrave, J.. - : University of Canterbury. School of Teacher Education, 2015
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19	Just War Theory and Presidential Discourse Prior to Conflict
	Fisher, Bradley M
	In: DTIC (2014)
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20	Caracterização do perfil comunicativo de crianças com distúrbios do espectro autístico com diferentes interlocutores
	Armonia, Aline Citino; Misquiatti, Andréa Regina Nunes. - : CEFAC Saúde e Educação, 2014
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