Assessment and intervention for emerging language

Paul, Rhea; Norbury, Courtenay; Gosse, Carolyn

doi:10.1016/b978-0-323-44234-3.00016-6

Cited by 29 publications

(39 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Supplementary comment: All these sources of information can play a role, depending on the purpose of assessment [ 50 ]. An interview with a caregiver and/or questionnaires completed by adults who know the child well can pick up functional impairments that may be missed by other methods [ 51 , 52 , 53 ].…”

Section: Resultsmentioning

confidence: 99%

CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children

et al. 2016

View full text Add to dashboard Cite

Delayed or impaired language development is a common developmental concern, yet there is little agreement about the criteria used to identify and classify language impairments in children. Children's language difficulties are at the interface between education, medicine and the allied professions, who may all adopt different approaches to conceptualising them. Our goal in this study was to use an online Delphi technique to see whether it was possible to achieve consensus among professionals on appropriate criteria for identifying children who might benefit from specialist services. We recruited a panel of 59 experts representing ten disciplines (including education, psychology, speech-language therapy/pathology, paediatrics and child psychiatry) from English-speaking countries (Australia, Canada, Ireland, New Zealand, United Kingdom and USA). The starting point for round 1 was a set of 46 statements based on articles and commentaries in a special issue of a journal focusing on this topic. Panel members rated each statement for both relevance and validity on a seven-point scale, and added free text comments. These responses were synthesised by the first two authors, who then removed, combined or modified items with a view to improving consensus. The resulting set of statements was returned to the panel for a second evaluation (round 2). Consensus (percentage reporting 'agree' or 'strongly agree') was at least 80 percent for 24 of 27 round 2 statements, though many respondents qualified their response with written comments. These were again synthesised by the first two authors. The resulting consensus statement is reported here, with additional summary of relevant evidence, and a concluding commentary on residual disagreements and gaps in the evidence base.

show abstract

Section: Resultsmentioning

confidence: 99%

CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children

et al. 2016

View full text Add to dashboard Cite

show abstract

“…The results showed that the students with hearing impairments have used cohesive markers significantly less frequently than their TH peers, thereby lowering their percentage of narrative cohesion. Some researchers believe that cohesion percentages of less than 70% indicate narrative deficit [ 11 ]. Mean values of the spoken/written narrative cohesion percentage of HA students were well below 70% (<50% in spoken and <47% in written narrative).…”

Section: Discussionmentioning

confidence: 99%

“…Also, microstructure of narration includes several morpho-syntactic and grammar characteristics that allow researchers to analyze children’s language form/function [ 25 ]. Table 2 describes some of the important micro- and macrostructure components of narration studied in this research [ 11 , 18 , 26 , 27 ].…”

Section: Methodsmentioning

confidence: 99%

“…Generally, it can be stated that development of narrative skill begins at about the age 3 and continues as the child naturally communicates verbally with adults during his or her childhood and thereafter in adolescence ages [ 10 ]. In children and students, narrative skill is usually studied and assessed in the frameworks of spoken and written storytelling [ 11 ]. Students’ ability to narrate their wishes, knowledge, ideas, events, and stories, whether in a spoken or written form, plays a notable role in their success and advance in mainstream school, friendship, and social participation.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Spoken and Written Narrative in Persian-Speaking Students Who Received Cochlear Implant and/or Hearing Aid

Zamani

Soleymani

Rashedi

et al. 2018

Clin Exp Otorhinolaryngol

View full text Add to dashboard Cite

Objectives To compare narrative skills between fourth and fifth grades of Persian-speaking students with hearing impairments and typical hearing students of the same grade and also to evaluate the effects of group, sex, hearing age, and educational grade of the students on their spoken/written narrative performance.Methods The subjects were 174 students aged 10–13 years, 54 of whom wore cochlear implants, 60 suffered from moderate to severe hearing losses and wore hearing aids, with the remaining 60 students being typical hearing in terms of the sense of hearing. The micro- and macrostructure components of spoken and written narrative were elicited from a pictorial story (The Playful Little Elephant) and then scored by raters.Results Compared to the typical hearing, the students with hearing impairments had significantly lower scores in all of the microstructure components of narratives. However, the findings showed no significant difference among different groups in macrostructure components of narratives. It was also revealed that the students had equal performance in spoken and written narrative. Finally, factor analysis manifested that group, sex, hearing age, and educational level of children might alter the outcome measures in various interactions.Conclusion Although cochlear implantation was more effective than hearing aid on spoken and written narrative skills, the Persian-speaking students with hearing impairments were seen to need additional trainings on microstructure components of spoken/written narrative.

show abstract

“…Register is also context sensitive, as one may use a less formal register if speaking to the principal or boss at a social event, and a more formal register if speaking to the principal or boss regarding school or work. Children begin to appropriately alter their register from as early as 4 years of age (Paul, 2007 ).…”

Section: Introductionmentioning

confidence: 99%

Facilitating pragmatic skills through role-play in learners with language learning disability

Abdoola

Flack

Karrim

2017

SAJCD

View full text Add to dashboard Cite

BackgroundRole-based learning involves the process whereby learners acquire skills, knowledge and understanding through the assumption of roles within real-life settings. Role-play holds potential as an effective learning strategy for children; however, there is limited research on the use of role-play as a therapy method within the field of speech-language pathology. Children with language learning disability (LLD) typically present with difficulties in social communication, which can negatively affect their social and academic achievement.AimThe aim of this study was to determine the effectiveness of role-play as a therapy approach targeting the pragmatic skills of stylistic variation and requesting for clarification in learners with LLD.MethodThe use of combined positivist and interpretivist paradigms allowed for the implementation of an embedded mixed methods design. An experimental pretest-posttest design was implemented. Eight participants, who were learners with a diagnosis of LLD, were purposefully selected. Data collection was conducted over five phases, utilising the Clinical Evaluation of Language Fundamentals (4th Ed.) Pragmatics Profile, discourse completion tasks, session plans and session records. Quantitative data were analysed using descriptive statistics and were supplemented by qualitative data from session records.ResultsResults revealed improvements in stylistic variation and requesting for clarification post role-play intervention, with minimal changes in the control group. Limitations of the study have been reported for consideration when interpreting results.ConclusionRole-play as a therapy approach targeting two pragmatic skills, stylistic variation and requesting for clarification, was found to be beneficial for learners with LLD. Recommendations for the implementation of role-play as a therapy approach were made.

show abstract

Assessment and intervention for emerging language

Cited by 29 publications

References 0 publications

CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children

CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children

Spoken and Written Narrative in Persian-Speaking Students Who Received Cochlear Implant and/or Hearing Aid

Facilitating pragmatic skills through role-play in learners with language learning disability

Contact Info

Product

Resources

About