Play Skills of Preschool Children with Speech and Language Delays

Shepherd, Jayne; Brollier, Chestina; Dandrow, Rita

doi:10.1300/j006v14n02_01

Cited by 5 publications

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“…For some children with communication impairments, problematic social interactions and limited play skills can lead to peer rejection (Shepherd et al . ; Timler et al . ).…”

Section: Introductionmentioning

confidence: 99%

Measuring communicative participation using the FOCUS^©: Focus on the Outcomes of Communication Under Six

Thomas‐Stonell

Washington

Oddson

et al. 2013

Child

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BackgroundThe FOCUS© is a new outcome tool for use by both parents and clinicians that measures changes in the communicative participation skills of preschool children. Changes in communicative participation skills as measured by the FOCUS were compared across three groups of children: those with speech impairments only (SI), those with language impairments only (LI) and those with both speech and language impairments (S/LI).MethodsParticipating families (n = 112, 75 male children) were recruited through 13 Canadian organizations. Children ranged from 10 months to 6 years 0 months (mean = 2.11 years; SD = 1.18 years) and attended speech-language intervention. Parents completed the FOCUS at the start and end of treatment. There were 23 children in the SI group, 62 children in the LI group and 27 children in the S/LI group. The average amount of the children's therapy varied from 7 to 10 h.ResultsThe FOCUS captures changes in communicative participation for children with a range of communication disorder types and severities. All three groups of children made clinically important improvements according to their FOCUS scores (MCID ≥ 16 points). The FOCUS captured improvements in intelligibility, independent communication, play and socialization.ConclusionsThe FOCUS measured positive changes in communicative participation skills for all three groups of children after 7–10 h of speech-language therapy. An outcome measure that targets only specific speech and language skills would miss many of the important social function changes associated with speech-language treatment.

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“…For some children with communication impairments, problematic social interactions and limited play skills can lead to peer rejection (Shepherd et al . ; Timler et al . ).…”

Section: Introductionmentioning

confidence: 99%

Measuring communicative participation using the FOCUS^©: Focus on the Outcomes of Communication Under Six

Thomas‐Stonell

Washington

Oddson

et al. 2013

Child

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“…The prevalence of speech‐language difficulties in young children is over 13% (McLeod & McKinnon, ). It is well documented that communication difficulties restrict the social and cultural worlds of these children (McCormack, McLeod, McAllister, & Harrison, ; Shepherd, Brollier, & Dandrow, ; Timler, Olswand, & Coggins, ) and place them at additional risk of problems with reading, writing, spelling, thinking, focusing attention, handling stress, and forming every kind of important relationship (McCormack et al, ; McCormack, McLeod, Harrison, & McAllister, ).…”

Section: Introductionmentioning

confidence: 99%

Validity of a streamlined version of the Focus on the Outcomes of Communication Under Six: Process and outcome

Oddson

Thomas‐Stonell

Robertson

et al. 2019

Child

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Background: The Focus on the Outcomes of Communication Under Six (FOCUS) is a 50-item outcome measure based on the framework and concepts of World Health Organization's International Classification of Functioning. The FOCUS has been shown to capture participation-level changes associated with speech and language therapy in children 18 to 72 months old and has established validity and reliability.However, there were reasons to try to reduce the measure without losing any of its proven value as a change-detecting instrument.Methods: Using data from 18,931 preschool children, we used item response models and a test of redundancy to reduce the original 50-item FOCUS to 34 items.We then assessed the correlations between FOCUS-50 and FOCUS-34 scores on these children.Results: Findings show that a shortened (34-item) version of FOCUS can be treated as equivalent to the full 50-item version. Conclusion:The correlation between change scores on the two versions is .98. We suggest that in situations where only a total score is of interest, the FOCUS-34 can be used in place of the full FOCUS.

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“…Em revisão de literatura, foram identificados diversos estudos que utilizaram a Escala Lúdica Pré-Escolar, assim como sua versão revisada, para avaliar o desenvolvimento de crianças que possuíam diagnósticos de: distúrbios de integração sensorial (Bundy, 1989, Clifford & Bundy, 1989; artrite reumatoide juvenil (Morrison, Bundy & Fisher, 1991); autismo (Restall & Magill-Evans, 1994); deficit intelectual (Messier, Ferland & Majnemer, 2008) e atrasos da fala e da linguagem (Sheperd, Brollier & Dandrow, 1994). Foi também utilizada para avaliar crianças que sofreram abuso sexual (Howard, 1986); que se encontravam em programa de intervenção precoce devido a alterações motoras e sensoriais (Schaaf & Mulrooney, 1989); hospitalizadas (Kielhofner, Barris, Bauer, Shoestock & Walker, 1983) e procedentes de classes econômicas baixa e média (von Zuben, Crist & Mayberry, 1991), assim como para avaliar os progressos obtidos nos atendimentos terapêutico ocupacionais de crianças que apresentavam dificuldades no brincar (O'Brien e cols., 2000).…”

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Adaptação Transcultural da Escala Lúdica Pré-Escolar de Knox – Revisada para Uso na População Brasileira

Sposito¹,

Pfeifer²,

Santos³

2012

Inter. Psicol.

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O brincar proporciona estímulos para o desenvolvimento motor, social, emocional, cognitivo e da linguagem da criança. O conhecimento acerca da atividade lúdica, o que inclui a avaliação do brincar, faz-se então indispensável para profissionais que atuam com crianças. Esta pesquisa objetivou traduzir e adaptar culturalmente a Escala Lúdica Pré-Escolar de Knox – Revisada para aplicação na população brasileira, bem como realizar o seu pré-teste com 18 crianças de 0 a 6 anos de idade, sem comprometimento motor, cognitivo ou sensorial, e verificar a confiabilidade do instrumento intra e interexaminadores. A autora da Escala concordou com as adaptações culturais necessárias para a versão brasileira do instrumento, aqui apresentado, e a análise estatística realizada apontou sua confiabilidade e repetibilidade. Palavras-chave: adaptação transcultural; brincar; avaliação; criança pré-escolar.

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Play Skills of Preschool Children with Speech and Language Delays

Cited by 5 publications

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Measuring communicative participation using the FOCUS^©: Focus on the Outcomes of Communication Under Six

Measuring communicative participation using the FOCUS^©: Focus on the Outcomes of Communication Under Six

Validity of a streamlined version of the Focus on the Outcomes of Communication Under Six: Process and outcome

Adaptação Transcultural da Escala Lúdica Pré-Escolar de Knox – Revisada para Uso na População Brasileira

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Play Skills of Preschool Children with Speech and Language Delays

Cited by 5 publications

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Measuring communicative participation using the FOCUS©: Focus on the Outcomes of Communication Under Six

Measuring communicative participation using the FOCUS©: Focus on the Outcomes of Communication Under Six

Validity of a streamlined version of the Focus on the Outcomes of Communication Under Six: Process and outcome

Adaptação Transcultural da Escala Lúdica Pré-Escolar de Knox – Revisada para Uso na População Brasileira

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Product

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Measuring communicative participation using the FOCUS^©: Focus on the Outcomes of Communication Under Six

Measuring communicative participation using the FOCUS^©: Focus on the Outcomes of Communication Under Six