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The impact of intervention dose form on oral language outcomes for children with developmental language disorder
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The influence of quantitative intervention dosage on oral language outcomes for children with developmental language disorder: a systematic review and narrative synthesis
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Reflective practice across speech and language therapy and education: a protocol for an integrative review
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In: HRB Open Res (2021)
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Moving beyond traditional understandings of evidence-based practice: A Total Evidence and Knowledge Approach (TEKA) to treatment evaluation and clinical decision making in speech-language pathology
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The influence of quantitative intervention dosage on oral language outcomes for children with developmental language disorder: a systematic review and narrative synthesis.
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Moving Beyond Traditional Understandings of Evidence-Based Practice: A Total Evidence and Knowledge Approach (TEKA) to Treatment Evaluation and Clinical Decision Making in Speech-Language Pathology
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Consequential differences in perspectives and practices concerning children with developmental language disorders: an integrative review
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What our hands tell us: a 2 year follow-up investigating outcomes in subgroups of children with language delay
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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CATALISE : a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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Fluidity of language profiles in a follow-up study :is early gesture predictive of later language profile?
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Early language delay and later language development: a longitudinal study
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Gesture in children with early language delay as a predictor of later language profiles: a follow-up study
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Assessment of verb argument structure in children using a story retell task: comparing performance and potential clinical utility from unprompted responses versus graduated prompting
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Verb alternations and event structure in children with specific language impairment compared with typically developing children. What can we learn from the story of Cinderella?
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Too young for meta? The use of shape coding, rehearsal and comprehension monitoring to treat oral comprehension deficits in a young school age child: a pilot study
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Oral language comprehension difficulties in school-aged children: a pilot single case study to investigate the efficacy of a combined intervention approach
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Abstract:
non-peer-reviewed ; Background: A significant gap exists in the literature on interventions for young school-aged children with language comprehension difficulties. This is due to the heterogeneous nature of language impairments and the variance that exists in the specificity and degree of impairment between children. Research has highlighted the existence of concomitant working memory deficits and processing limitations in many children with language impairment (CwLI) and the effects that these can have on learning. Recent research has demonstrated the success of a metalinguistic coding approach (Shape Coding) in improving grammar comprehension in older children and adolescents (11-16 years). This has not been replicated with younger children. Compensatory strategies such as comprehension monitoring (Bianco et al 2010) and rehearsal (Gill & Klecan-Aker 2003) have demonstrated effectiveness in addressing the working memory deficits and processing limitations of young CwLI (5-8 years). Objective: This pilot single case study investigated the effectiveness of a combined intervention approach to oral language comprehension to establish (i) the suitability of Shape Coding with a younger child and (ii) the usefulness of metacognitive strategies in alleviating the negative impact placed on comprehension by working memory difficulties and processing limitations. Results: The child accessed four out of ten planned intervention sessions. Though no significant improvement was noted in the child’s oral language comprehension following intervention, this study provides novel insight into the complex profile of a child with language impairment and the impact of this on intervention. Conclusion: This in-depth single case approach debates the appropriateness of these interventions for younger children with diverse language needs and raises questions about the roles of (i) dosage of therapy and (ii) memory/attention difficulties in a child’s responsiveness to intervention.
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Keyword:
school-aged children; speech therapy
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URL: http://hdl.handle.net/10344/3545
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