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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 Page: 1 2 Hits 1 – 20 of 24 1 Longitudinal social and communication outcomes in children with autism raised in bi/multilingual environments Siyambalapitiya, Samantha; Paynter, Jessica; Nair, Vishnu K. K.. - : Springer, 2021 BASE Show details 2 A Pilot Study of Early Storybook Reading With Babies With Hearing Loss Brown, Michelle I; Trembath, David; Westerveld, Marleen F. - : American Speech-Language-Hearing Association, 2019 BASE Show details 3 The perspectives of students involved in a classroom-based oral language intervention in their first formal year of schooling Lathouras, Maria; Garvis, Susanne; Westerveld, Marleen... In: Journal of Clinical Practice in Speech-Language Pathology, Vol. 21, no. 2 (2019), pp. 94-99 (2019) BASE Show details 4 Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students ... Lennox, Maria; Westerveld, Marleen F.; Trembath, David. - : Taylor & Francis, 2018 BASE Show details 5 Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students ... Lennox, Maria; Westerveld, Marleen F.; Trembath, David. - : Taylor & Francis, 2018 BASE Show details 6 Predicting Expressive Language Change in Children With Autism Spectrum Disorder Rose, Veronica. - : Griffith University, 2018 Abstract: Children with autism spectrum disorder (ASD) show differences in their communication development when compared to children who are typically developing and other clinical populations. In addition, children with ASD show divergence and delays in their expressive language when compared to each other, and a reported 30% do not develop spoken language even with access to early intervention. In order to support children with ASD in their communication development, there is a critical need for (a) detailed accounts of the emergence of expressive language for children receiving early intervention, (b) investigation of factors that might explain differences in expressive language abilities, and (c) investigation of sensitive predictors of expressive language change for children receiving early intervention. Children with ASD are often recommended augmentative and alternative communication (AAC) as part of early intervention to augment existing communication abilities, thus providing a complementary communication system while supporting early language development. Augmentative and alternative communication can be introduced as a focused intervention to target communication specifically, or it can be introduced as part of a comprehensive intervention program targeting multiple domains of learning. When used as part of a comprehensive intervention program, AAC is believed to support communication development broadly, including children’s use of spoken language. Despite emerging evidence for its effectiveness as a focused intervention and potential to support spoken language development within the context of comprehensive interventions, little research exists examining the mechanisms underpinning outcomes of AAC interventions. The current project aimed to address this gap by investigating both the emergence of expressive language in children with ASD, and factors underpinning concurrent and longitudinal expressive language abilities for children receiving an AAC-infused comprehensive intervention program. This research was conducted as a series of three studies: Study 1 investigated the communication profiles of 246 children with ASD upon entry and exit to a comprehensive early intervention program; Study 2 investigated mechanisms underpinning concurrent expressive language abilities, and Study 3 investigated predictors of longitudinal expressive language abilities, in 48 children with ASD receiving an AAC-infused comprehensive intervention program. The findings from Study 1 documented that 58.7% of children who started early intervention as minimally verbal remained minimally verbal after approximately 12 months of intervention, while 41.3% went on to develop phrase speech (using two-word phrases), highlighting an as yet unmet clinical need, as well as research need to understand these differences. The findings from Study 2 challenged previously held beliefs regarding word learning abilities in children with ASD, and extended on previous research by investigating the relationship between symbolic word learning and expressive language level. By focusing on processes that might be relevant to children’s development within interventions incorporating AAC, the findings from Study 3 provided preliminary data on the characteristics of children who might experience the largest gains in spoken language within AAC-infused comprehensive interventions. This research demonstrated a novel approach to investigating variability in expressive language development in children with ASD. The findings from this research demonstrate potential to explain some of the variability through analysis of social-cognitive learning processes that might help predict change within intervention. Finally, the findings of this research have potential to inform how researchers and clinicians approach individual differences in all children who present with complex developmental profiles. ; Thesis (PhD Doctorate) ; Doctor of Philosophy (PhD) ; School Allied Health Sciences ; Griffith Health ; Full Text Keyword: Autism spectrum disorder; Communication profiles; Expressive language abilities; Longitudinal expressive language abilities URL: http://hdl.handle.net/10072/378077 BASE Hide details 7 Telehealth and autism: A systematic search and review of the literature Sutherland, Rebecca; Trembath, David; Roberts, Jacqueline. - : Taylor & Francis, 2018 BASE Show details 8 Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention? Lennox, Maria; Westerveld, Marleen; Trembath, David. - : S. Karger, 2017 BASE Show details 9 Promoting language and social communication development in babies through an early storybook reading intervention Trembath, David; Gillon, Gail T.; Brown, Michelle. - : Taylor & Francis, 2017 BASE Show details 10 Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students Lennox, Maria; Westerveld, Marleen; Trembath, David. - : Taylor & Francis, 2016 BASE Show details 11 What do speech-language pathologists think parents expect when treating their children with autism spectrum disorder? Trembath, David; Hawtree, Ruth; Arciuli, Joanne. - : Taylor & Francis, 2016 BASE Show details 12 Standardized assessment of prelinguistic communication Trembath, David; Iacono, Teresa. - : Springer Singapore, 2016 BASE Show details 13 The proportion of minimally verbal children with autism spectrum disorder in a community-based early intervention programme Rose, Veronica; Trembath, David; Keen, Deb. - : Wiley-Blackwell Publishing, 2016 BASE Show details 14 Reading instruction for children with ASD: Getting the story straight Westerveld, Marleen; Paynter, Jessica M.; Trembath, David. - : Speech Pathology Australia, 2016 BASE Show details 15 Translating research to practice in prelinguistic communication Keen, Deb; Paynter, Jessica M.; Trembath, David. - : Springer Singapore, 2016 BASE Show details 16 Problematic but predictive: Individual differences in children with autism spectrum disorders Trembath, David; Vivanti, Giacomo In: International journal of speech language pathology. - Abingdon : Informa Healthcare 16 (2014) 1, 57-60 OLC Linguistik Show details 17 Changing the way we diagnose autism: Implications for policy and practice Trembath, David. - : Speech Pathology Australia, 2014 BASE Show details 18 Problematic but predictive: Individual differences in children with autism spectrum disorders Trembath, David; Vivanti, Giacomo. - : Informa Healthcare, 2014 BASE Show details 19 The impact of workplace factors on evidence-based speech-language pathology practice for children with autism spectrum disorders Cheung, Gladys; Trembath, David; Arciuli, Joanne... In: International journal of speech language pathology. - Abingdon : Informa Healthcare 15 (2013) 4, 396-406 OLC Linguistik Show details 20 The Impact of Workplace Factors on Evidence-Based Speech-Language Pathology Practice for Children with Autism Spectrum Disorders Cheung, Gladys; Trembath, David; Arciuli, Joanne. - : Informa Healthcare, 2013 BASE Show details Page: 1 2

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