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Elements in phonological intervention : a comparison of three approaches using the phonological intervention taxonomy
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Realisation of grammatical morphemes by children with phonological impairment
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Elements of Phonological Interventions for Children With Speech Sound Disorders: The Development of a Taxonomy
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In: ETSU Faculty Works (2018)
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Elements of phonological interventions for children with speech sound disorders : the development of a taxonomy
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Digital tools to support children's speech and language skill
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Preschool children's communication, motor and social development : parents' and educators' concerns
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Tutorial : Assessment and analysis of polysyllables in young children
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Pacifiers, thumb sucking, breastfeeding, and bottle use : oral sucking habits of children with and without phonological impairment
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Children's Speech: an Evidence-Based Approach to Assessment and Intervention
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Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties
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Polysyllable speech accuracy and predictors of later literacy development in preschool children with speech sound disorders
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Tutorial : Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist
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Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings
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Implementation fidelity of a computer-assisted intervention for children with speech sound disorders
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Abstract:
Background: Implementation fidelity refers to the degree to which an intervention or programme adheres to its original design. This paper examines implementation fidelity in the Sound Start Study, a clustered randomised controlled trial of computer-assisted support for children with speech sound disorders (SSD). Method: Sixty-three children with SSD in 19 early childhood centres received computer-assisted support (Phoneme Factory Sound Sorter [PFSS] – Australian version). Educators facilitated the delivery of PFSS targeting phonological error patterns identified by a speech-language pathologist. Implementation data were gathered via (1) the computer software, which recorded when and how much intervention was completed over 9 weeks; (2) educators’ records of practice sessions; and (3) scoring of fidelity (intervention procedure, competence and quality of delivery) from videos of intervention sessions. Result: Less than one-third of children received the prescribed number of days of intervention, while approximately one-half participated in the prescribed number of intervention plays. Computer data differed from educators’ data for total number of days and plays in which children participated; the degree of match was lower as data became more specific. Fidelity to intervention procedures, competency and quality of delivery was high. Conclusion: Implementation fidelity may impact intervention outcomes and so needs to be measured in intervention research; however, the way in which it is measured may impact on data.
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Keyword:
children; phonetics; speech; speech disorders; XXXXXX - Unknown
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URL: https://hdl.handle.net/1959.7/uws:55241 https://doi.org/10.1080/17549507.2017.1293160
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Longitudinal changes in polysyllable maturity of preschool children with phonologically-based speech sound disorders
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Cluster-randomized controlled trial evaluating the effectiveness of computer-assisted intervention delivered by educators for children with speech sound disorders
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Polysyllable productions in preschool children with speech sound disorders : error categories and the framework of polysyllable maturity
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Identifying phonological awareness difficulties in preschool children with speech sound disorders
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Speech-language pathologists' practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders
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International aspirations for speech-language pathologists' practice with multilingual children with speech sound disorders : development of a position paper
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