Randomized Comparison of Augmented and Nonaugmented Language Interventions for Toddlers With Developmental Delays and Their Parents

Romski, Mary Ann; Sevcik, Rose A.; Adamson, Lauren B.; Cheslock, Melissa; Smith, Ashlyn; Barker, Rodney; Bakeman, Roger

doi:10.1044/1092-4388(2009/08-0156)

Cited by 231 publications

(185 citation statements)

References 24 publications

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“…It is noteworthy to remember that parents who share part of their free time with the children, providing them with various enriching cultural and educational activities, foster the cognitive development, school performance and interpersonal adjustment 9 .…”

Section: Resultsmentioning

confidence: 99%

“…The contexts in which the individual develops may contribute to the development, being the family the main source of support to the child 9 . It is necessary to go beyond the children, beyond the developing individuals and enclose them within the network of meanings where they are inserted 17,18 .…”

Section: Resultsmentioning

confidence: 99%

“…So, the family and the school are the main systems that support the children in their development. The association between poor school performance and social and emotional problems can be pointed out as a major health problem in children [8][9][10] .…”

Section: Methodsmentioning

confidence: 99%

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Desenvolvimento da comunicação de crianças de um a três anos e sua relação com o ambiente familiar e escolar

2015

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OBJETIVO: analisar o desenvolvimento da comunicação de crianças de um a três anos frequentadoras de duas instituições de educação infantil da cidade de Belo Horizonte segundo as variáveis: ambientes familiar e escolar. MÉTODOS: foram avaliadas 70 crianças regularmente matriculadas, de um a três anos. Inicialmente, o ambiente da creche foi avaliado segundo a Escala Infantand Toddlers Environment Rating Scale-Revised, posteriormente foi realizada a caracterização do ambiente familiar, utilizando-se o Inventário de Recursos do Ambiente Familiar. Foram realizadas avaliações de linguagem e audição, por meio do Protocolo de Perfil Comunicativo e Emissões Otoacústicas. Optou-se pela análise exploratória das variáveis, a fim de caracterizar a amostra. Em seguida, foi realizada análise de regressão múltipla, a fim de buscar uma relação matemática entre os dados, verificando, no conjunto de variáveis independentes, as que mais influenciam a variável dependente. RESULTADOS: observou-se que 54% da amostra são do sexo masculino, 46% falharam na triagem auditiva, e a maior média no Protocolo de Perfil Comunicativo foi no domínio Comunicação - Recepção. Em relação ao ambiente escolar, os maiores escores foram obtidos na instituição A. Houve inter-relação entre perfil comunicativo e inventário de recursos do ambiente familiar. CONCLUSÃO: os resultados do estudo corroboram a literatura que relata a influência direta de estímulos ambientais no desenvolvimento infantil e afirma também que os contextos onde o indivíduo se desenvolve podem contribuir para o seu desenvolvimento, sendo a família e a escola as principais fontes de suporte à criança. Desse modo, é preciso aprofundar os estudos quanto à tríade criança-escola-família.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Desenvolvimento da comunicação de crianças de um a três anos e sua relação com o ambiente familiar e escolar

2015

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“…Many skills that children using AAC need to learn are identical to the skills of children who rely exclusively on speech to communicate, including the types of semantic, morphosyntactic, and narrative goals included in the DA studies discussed above. Although these types of language skills have been targeted successfully in intervention (e.g., Binger, Kent-Walsh, Berens, Del Campo, & Rivera, 2008;Binger & Light, 2007;Romski et al, 2010;Soto, Solomon-Rice, & Caputo, 2009), they have not-with two known exceptions discussed below-been examined using DA techniques.…”

Section: Da For Children Who Require Aacmentioning

confidence: 99%

“…During the intervention phase, children began each session by completing probes (which typically lasted approximately 10 min per probe set), and subsequently participated an intervention session lasting approximately 30 min. Intervention sessions focused on one target at a time and consisted of two activities: concentrated models of the target (Courtright & Courtright, 1979) followed by a 20-min playbased intervention in which augmented input and output (Romski et al, 2010), contrastive targets, recasts (Camarata, Nelson, & Camarata, 1994), and contingent responses (Warren & Brady, 2007) were used (see the companion article, Binger et al, 2017, for further details).…”

Section: Probe Procedures During the Intervention Stagementioning

confidence: 99%

Dynamic Assessment for 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication: Evaluating Expressive Syntax

Binger

Kent-Walsh

King

2017

J Speech Lang Hear Res

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Purpose: The developmental readiness to produce early sentences with an iPad communication application was assessed with ten 3-and 4-year-old children with severe speech disorders using graduated prompting dynamic assessment (DA) techniques. The participants' changes in performance within the DA sessions were evaluated, and DA performance was compared with performance during a subsequent intervention. Method: Descriptive statistics were used to examine patterns of performance at various cueing levels and mean levels of cueing support. The Wilcoxon signed-ranks test was used to measure changes within the DA sessions. Correlational data were calculated to determine how well performance in DA predicted performance during a subsequent intervention.Results: Participants produced targets successfully in DA at various cueing levels, with some targets requiring less cueing than others. Performance improved significantly within the DA sessions-that is, the level of cueing required for accurate productions of the targets decreased during DA sessions. Last, moderate correlations existed between DA scores and performance during the intervention for 3 out of 4 targets, with statistically significant findings for 2 of 4 targets. Conclusion: DA offers promise for examining the developmental readiness of young children who use augmentative and alternative communication to produce early expressive language structures.

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Speech therapy for children with dysarthria acquired before three years of age

Pennington

Parker

Kelly

et al. 2016

Cochrane Database of Systematic Reviews

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This review found no evidence from randomised trials of the effectiveness of speech and language therapy interventions to improve the speech of children with early acquired dysarthria. Rigorous, fully powered randomised controlled trials are needed to investigate if the positive changes in children's speech observed in phase I and phase II studies are generalisable to the population of children with early acquired dysarthria served by speech and language therapy services. Research should examine change in children's speech production and intelligibility. It must also investigate children's participation in social and educational activities, and their quality of life, as well as the cost and acceptability of interventions.

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Randomized Comparison of Augmented and Nonaugmented Language Interventions for Toddlers With Developmental Delays and Their Parents

Cited by 231 publications

References 24 publications

Desenvolvimento da comunicação de crianças de um a três anos e sua relação com o ambiente familiar e escolar

Desenvolvimento da comunicação de crianças de um a três anos e sua relação com o ambiente familiar e escolar

Dynamic Assessment for 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication: Evaluating Expressive Syntax

Speech therapy for children with dysarthria acquired before three years of age

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