| 1 |
Compensation to Altered Auditory Feedback in Children With Developmental Language Disorder and Typical Development
|
|
|
|
In: Communication Sciences and Disorders Publications (2021)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Using implementation science to engage stakeholders and improve outcome measurement in a preschool speech-language service system
|
|
|
|
In: Communication Sciences and Disorders Publications (2020)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Effectiveness of a parent-implemented language intervention for late-to-talk children: a real-world retrospective clinical chart review
|
|
|
|
In: Communication Sciences and Disorders Publications (2020)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Establishing consensus among community clinicians on how to categorize and define preschoolers’ speech and language impairments at assessment
|
|
|
|
In: Communication Sciences and Disorders Publications (2019)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Exploring participation and impairment-based outcomes for Target Word™: A parent-implemented intervention for preschoolers identified as late-to-talk
|
|
|
|
In: Communication Sciences and Disorders Publications (2019)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The speech-language pathologist's role in supporting the development of self-regulation: A review and tutorial
|
|
|
|
In: Communication Sciences and Disorders Publications (2019)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Barriers to implementing evidence-based assessment procedures: Perspectives from the front lines in pediatric speech-language pathology
|
|
|
|
In: Communication Sciences and Disorders Publications (2019)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Effectiveness of a parent-implemented language intervention for late-to-talk children: A real-world retrospective clinical chart review ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Maturation in auditory event-related potentials explains variation in language ability in children
|
|
|
|
In: Communication Sciences and Disorders Publications (2018)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Maturation in auditory event-related potentials explains variation in language ability in children.
|
|
|
|
In: Health and Rehabilitation Sciences Publications (2018)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Meta-analysis of receptive and expressive language skills in autism spectrum disorder
|
|
|
|
In: Communication Sciences and Disorders Publications (2015)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Meta-analysis of receptive and expressive language skills in autism spectrum disorder
|
|
|
|
In: Health and Rehabilitation Sciences Publications (2015)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Exploring the persuasive writing skills of students with high-functioning Autism Spectrum Disorder
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Language, Reading, and Math Learning Profiles in an Epidemiological Sample of School Age Children
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Language, reading, and math learning profiles in an epidemiological sample of school age children.
|
|
|
|
In: Brain and Mind Institute Researchers' Publications (2013)
|
|
Abstract:
Dyscalculia, dyslexia, and specific language impairment (SLI) are relatively specific developmental learning disabilities in math, reading, and oral language, respectively, that occur in the context of average intellectual capacity and adequate environmental opportunities. Past research has been dominated by studies focused on single impairments despite the widespread recognition that overlapping and comorbid deficits are common. The present study took an epidemiological approach to study the learning profiles of a large school age sample in language, reading, and math. Both general learning profiles reflecting good or poor performance across measures and specific learning profiles involving either weak language, weak reading, weak math, or weak math and reading were observed. These latter four profiles characterized 70% of children with some evidence of a learning disability. Low scores in phonological short-term memory characterized clusters with a language-based weakness whereas low or variable phonological awareness was associated with the reading (but not language-based) weaknesses. The low math only group did not show these phonological deficits. These findings may suggest different etiologies for language-based deficits in language, reading, and math, reading-related impairments in reading and math, and isolated math disabilities.
|
|
Keyword:
Child; Cluster Analysis; Humans; Language; Learning; Learning Disabilities; Mathematics; Neurosciences; Ontario; Preschool; Psychology; Reading; Reproducibility of Results; Schools
|
|
URL: https://ir.lib.uwo.ca/brainpub/221
https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1229&context=brainpub
|
|
BASE
|
|
Hide details
|
|
|
|
|
