A Multicomponent Intervention to Increase Peer-Directed Communication in Head Start Children

Stanton‐Chapman, Tina L.; Kaiser, Ann P.; Vijay, Prathibha; Chapman, Carol

doi:10.1177/1053815108318746

Cited by 20 publications

(58 citation statements)

References 32 publications

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“…Across the nine categories, the largest group of papers was in the 'speech' theme [32 papers 171 138,154 and finally 'adult understanding' with one paper. 134 In total, 52 of the studies recruited child participants who had a language impairment.…”

Section: Identifying the Evidence Base For Speech And Language Therapmentioning

confidence: 99%

“…It was common for studies to address more than one of the typology themes (Table 45), for example 'speech' is represented within 33 of the retained studies 171 and five of these studies were also included in the 'expressive language' theme, 139,154,157,168,169 one in the 'self-monitoring' theme, 154 17 in the 'generalisation' theme, [138][139][140][144][145][146][147][149][150][151][152]154,[157][158][159]164,167 one in the 'adult understanding' theme 134 and one in the 'adult-child interaction' theme.…”

Section: Mapping the Studies Onto The Typology Themesmentioning

confidence: 99%

“…In total, 26 papers (27 studies) were included in this theme, 70,134,135,[137][138][139]154,157,[168][169][170][173][174][175][176][177][178][179][180][181][182][183][184][185][186][187] which looked at work that aimed to improve children's expressive language, in quantity, vocabulary or structure. DOI: 10.3310/pgfar03050 PROGRAMME GRANTS FOR APPLIED RESEARCH 2015 VOL.…”

Section: Expressive Languagementioning

confidence: 99%

“…70,135,137,139,154,157,169,170,[173][174][175][176][177][178][179][180][181][182][183][184][185][186][187] For two studies, 134,168 expressive language was a secondary focus of the study. The following list shows the various expressive language foci: l expressive and/or receptive language (10 papers representing 11 studies 70,134,135,175,176,[177][178][179][180][181] ) l language delay (three studies 182-184 ) l parental intervention for language delay (one study 174 ) l social communication/language (four studies 137,138,170,185 ) l phonological awareness (one study 168 ) l language and grammar (two studies 173,186 ) l teaching syntax (one study 154 ) l phonology and utterance length (expressive language) (one study …”

Section: Expressive Languagementioning

confidence: 99%

See 3 more Smart Citations

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Roulstone

Marshall

Powell³

et al. 2015

Programme Grants Appl Res

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Coad J, et al. Evidence-based intervention for preschool children with primary speech and language impairments: Child Talkan exploratory mixed-methods study. Programme Grants Appl Res 2015;3(5). Programme Grants for Applied ResearchISSN 2050-4322 (Print) ISSN 2050-4330 (Online) This journal is a member of and subscribes to the principles of the Committee on Publication Ethics (COPE) (www.publicationethics.org/).Editorial contact: nihredit@southampton.ac.ukThe full PGfAR archive is freely available to view online at www.journalslibrary.nihr.ac.uk/pgfar. Print-on-demand copies can be purchased from the report pages of the NIHR Journals Library website: www.journalslibrary.nihr.ac.uk Criteria for inclusion in the Programme Grants for Applied Research journalReports are published in Programme Grants for Applied Research (PGfAR) if (1) they have resulted from work for the PGfAR programme, and (2) they are of a sufficiently high scientific quality as assessed by the reviewers and editors. Programme Grants for Applied Research programmeThe Programme Grants for Applied Research (PGfAR) programme, part of the National Institute for Health Research (NIHR), was set up in 2006 to produce independent research findings that will have practical application for the benefit of patients and the NHS in the relatively near future. The Programme is managed by the NIHR Central Commissioning Facility (CCF) with strategic input from the Programme Director.The programme is a national response mode funding scheme that aims to provide evidence to improve health outcomes in England through promotion of health, prevention of ill health, and optimal disease management (including safety and quality), with particular emphasis on conditions causing significant disease burden.For more information about the PGfAR programme please visit the website: http://www.nihr.ac.uk/funding/programme-grants-forapplied-research.htm This reportThe research reported in this issue of the journal was funded by PGfAR as project number RP-PG-0109-10073. The contractual start date was in January 2011. The final report began editorial review in April 2014 and was accepted for publication in October 2014. As the funder, the PGfAR programme agreed the research questions and study designs in advance with the investigators. The authors have been wholly responsible for all data collection, analysis and interpretation, and for writing up their work. The PGfAR editors and production house have tried to ensure the accuracy of the authors' report and would like to thank the reviewers for their constructive comments on the final report document. However, they do not accept liability for damages or losses arising from material published in this report.This report presents independent research funded by the National Institute for Health Research (NIHR). The views and opinions expressed by authors in this publication are those of the authors and do not necessarily reflect those of the NHS, the NIHR, CCF, NETSCC, PGfAR or the Department of Health. If there are verbatim quotation...

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Section: Identifying the Evidence Base For Speech And Language Therapmentioning

confidence: 99%

Section: Mapping the Studies Onto The Typology Themesmentioning

confidence: 99%

Section: Expressive Languagementioning

confidence: 99%

Section: Expressive Languagementioning

confidence: 99%

See 2 more Smart Citations

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Roulstone

Marshall

Powell³

et al. 2015

Programme Grants Appl Res

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“…This approach involves teaching children four social communication skills (i.e., initiating, responding, name use, turn taking), providing an advanced play organizer (e.g., teaching target vocabulary words, assigning children play roles, reading the storybook, play planning), structuring play sessions within a dramatic theme, and engaging children in a brief review session to review their performance. Over the past four years, we have conducted a series of single-case intervention studies involving a total of 46 children attending high-poverty preschools to evaluate the efficacy of this shared-storybook reading on children's positive peer interactions and verbal play (e.g., Stanton-Chapman, Kaiser, Vijay, & Chapman, 2008;Stanton-Chapman, Kaiser, & Wolery, 2006;Stanton-Chapman & Snell, In Press). Although this intervention has produced immediate and pronounced social-related improvements for the majority of participating children, some participants' gains were delayed.…”

mentioning

confidence: 99%

Parent Factors Related to Social Intervention Outcomes: Examining Immediate and Delayed Responders

Stanton‐Chapman¹,

Peugh²,

Carter³

et al. 2012

JEDP

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The purpose of this study was to explore several family-related factors that may be associated with treatment response to an evidence-based social communication intervention targeting preschoolers with disabilities or at-risk. We used multilevel modeling to conduct retrospective analyses of data collected across a series of single-case intervention studies. Forty-six preschoolers participated in the study. The results of the positive peer interactions analyses indicated that children from married, separated, or widowed homes and children with mothers with high maternal education levels tended to interact more positively with their peers and decreased in their amount of play verbalizations over time relative to children whose parents were divorced or had low maternal education levels. Similar data patterns were found for both the immediate responders (e.g., children who make immediate progress once an intervention program has begun) and delayed responders (e.g., children who make changes in behavior after receiving a few or several intervention sessions).

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The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms

Jing

Lin

Justice

et al. 2017

J Autism Dev Disord

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Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with children's disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers' report of children's social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children's play and conflict networks were segregated by children's disability status.

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A Multicomponent Intervention to Increase Peer-Directed Communication in Head Start Children

Cited by 20 publications

References 32 publications

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Parent Factors Related to Social Intervention Outcomes: Examining Immediate and Delayed Responders

The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms

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