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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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McLeod, Sharynne; Crowe, Kathryn; McCormack, Jane; White, Paul; Wren, Yvonne E.; Baker, Elise (R20118); Masso, Sarah; Roulstone, Sue E.. - : U.K., Taylor & Francis, 2018
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Abstract:
Purpose: During early childhood, it is important to identify which children require intervention before they face the increased demands of school. This study aimed to: (1) compare parents’ and educators’ concerns, (2) examine inter-rater reliability between parents’ and educators’ concerns and (3) determine the group difference between level of concern and children’s performance on clinical testing. Method: Parents and educators of 1205 4- to 5-year-old children in the Sound Start Study completed the Parents’ Evaluation of Developmental Status. Children whose parents/educators were concerned about speech and language underwent direct assessment measuring speech accuracy (n ¼ 275), receptive vocabulary (n ¼ 131) and language (n ¼ 274). Result: More parents/educators were concerned about children’s speech and expressive language, than behaviour, social– emotional, school readiness, receptive language, self-help, fine motor and gross motor skills. Parents’ and educators’ responses were significantly correlated (except gross motor). Parents’ and educators’ level of concern about expressive speech and language was significantly correlated with speech accuracy on direct assessment. Educators’ level of concern was significantly correlated with a screening measure of language. Scores on a test of receptive vocabulary significantly differed between those with concern and those without. Conclusion: Children’s communication skills concerned more parents and educators than other aspects of development and these concerns generally aligned with clinical testing.
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Keyword:
educators; phonetics; preschool children; speech; speech disorders; XXXXXX - Unknown
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URL: https://hdl.handle.net/1959.7/uws:55245 https://doi.org/10.1080/17549507.2017.1309065
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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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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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