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Longitudinal social and communication outcomes in children with autism raised in bi/multilingual environments
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A Pilot Study of Early Storybook Reading With Babies With Hearing Loss
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The perspectives of students involved in a classroom-based oral language intervention in their first formal year of schooling
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In: Journal of Clinical Practice in Speech-Language Pathology, Vol. 21, no. 2 (2019), pp. 94-99 (2019)
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Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students ...
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Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students ...
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Predicting Expressive Language Change in Children With Autism Spectrum Disorder
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Telehealth and autism: A systematic search and review of the literature
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Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention?
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Abstract:
Aims: To compare students’ oral language proficiency on sentence- versus text-level tasks at school entry and following tier 1 intervention in their first year of formal schooling. Methods: 104 students participated in this study. Participants were part of a broader longitudinal study and were enrolled at 3 low socioeconomic, linguistically diverse Australian primary schools. Tasks were administered to all students at the beginning and end of the school year. Performance on the sentence-level task, the Renfrew Action Picture Test (RAPT), was analysed for information and grammar as per the test manual. Performance on the text-level task, the Profile of Oral Narrative Ability, was analysed for measures of story length, mean length of utterance, grammatical accuracy, number of different words, and story quality. Results: Results showed that both tasks are sensitive to measure progress following tier 1 intervention. However, RAPT concern status was not related to oral narrative concern status. Furthermore, if only the RAPT task had been used, between 11 and 21% of students performing below expectations in oral narrative would not have been identified. Conclusion: It is recommended that the assessment of oral language proficiency of students from culturally diverse, low socioeconomic backgrounds goes beyond the sentence level and includes an oral narrative retell task. ; Full Text
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Keyword:
Special Education and Disability
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URL: http://hdl.handle.net/10072/376297 https://doi.org/10.1159/000485974
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Promoting language and social communication development in babies through an early storybook reading intervention
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Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students
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What do speech-language pathologists think parents expect when treating their children with autism spectrum disorder?
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The proportion of minimally verbal children with autism spectrum disorder in a community-based early intervention programme
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Reading instruction for children with ASD: Getting the story straight
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Translating research to practice in prelinguistic communication
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Changing the way we diagnose autism: Implications for policy and practice
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Problematic but predictive: Individual differences in children with autism spectrum disorders
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The Impact of Workplace Factors on Evidence-Based Speech-Language Pathology Practice for Children with Autism Spectrum Disorders
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