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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 34 1 An exploration of speech and language pathology student and facilitator perspectives on problem-based learning online ... Leary, Norma O’; Brouder, Niamh; Bessell, Nicola. - : Taylor & Francis, 2022 BASE Show details 2 An exploration of speech and language pathology student and facilitator perspectives on problem-based learning online ... Leary, Norma O’; Brouder, Niamh; Bessell, Nicola. - : Taylor & Francis, 2022 BASE Show details 3 The development of a core key word signing vocabulary (Lámh) to facilitate communication with children with down syndrome in the first year of mainstream primary school in Ireland Frizelle, Pauline; Lyons, Caoimhe. - : Taylor & Francis, 2022 BASE Show details 4 Economic evaluation of the Happy Talk pilot effectiveness trial: A targeted selective speech, language and communication intervention for children from areas of social disadvantage ... Frizelle, Pauline; Mckean, Cristina; O’Shea, Aoife. - : Taylor & Francis, 2021 BASE Show details 5 Economic evaluation of the Happy Talk pilot effectiveness trial: A targeted selective speech, language and communication intervention for children from areas of social disadvantage ... Frizelle, Pauline; Mckean, Cristina; O’Shea, Aoife. - : Taylor & Francis, 2021 BASE Show details 6 Quantitative dosage manipulation for DLD (Frizelle et al., 2021) ... Frizelle, Pauline; Anna-Kaisa Tolonen; Tulip, Josie. - : ASHA journals, 2021 BASE Show details 7 Memory in Processing Relative Clauses (Frizelle & Fletcher, 2015) ... Frizelle, Pauline; Fletcher, Paul. - : ASHA journals, 2021 BASE Show details 8 Quantitative dosage manipulation for DLD (Frizelle et al., 2021) ... Frizelle, Pauline; Anna-Kaisa Tolonen; Tulip, Josie. - : ASHA journals, 2021 BASE Show details 9 Memory in Processing Relative Clauses (Frizelle & Fletcher, 2015) ... Frizelle, Pauline; Fletcher, Paul. - : ASHA journals, 2021 BASE Show details 10 The impact of intervention dose form on oral language outcomes for children with developmental language disorder Murphy, Carol-Anne; Tolonen, Anna-Kaisa; McKean, Cristina. - : American Speech-Language-Hearing Association, ASHA, 2021 BASE Show details 11 The influence of quantitative intervention dosage on oral language outcomes for children with developmental language disorder: a systematic review and narrative synthesis Frizelle, Pauline; Tolonen, Anna-Kaisa; Tulip, Josie. - : American Speech-Language-Hearing Association, 2021 BASE Show details 12 Happy Talk: A pilot effectiveness study of a targeted-selective speechâ language and communication intervention for children from areas of social disadvantage McKean, Cristina; Levickis, Penny; Frizelle, Pauline. - : Wiley, 2021 BASE Show details 13 Economic evaluation of the Happy Talk pilot effectiveness trial: A targeted selective speech, language and communication intervention for children from areas of social disadvantage. Frizelle, Pauline; Mckean, Christina; O'Shea, Aoife. - : Taylor & Francis, 2021 BASE Show details 14 The influence of quantitative intervention dosage on oral language outcomes for children with developmental language disorder: a systematic review and narrative synthesis. Frizelle, Pauline; Tolonen, Anna-Kaisa; Tulip, Josie. - : American Speech-Language-Hearing Association, 2021 BASE Show details 15 An effectiveness study of a parent-child interaction therapy with children with Down syndrome Cronin, Sarah Marie. - : University College Cork, 2020 Abstract: Background: Parents of children with Down syndrome (DS) often demonstrate directive parenting styles which can impede on their child’s communication development. For that reason, parent-child interaction therapies have shown to be an effective form of early intervention for children with DS as it facilitates parent coaching while also addressing the specific communication needs of children with DS. This study aimed to explore the effectiveness of the PELD (Promotion of Early Language Development) intervention offered by a speech and language therapy (SLT) service for individuals with DS. The study aimed to explore the impact this programme had on the language development and communicative interactions of children with DS, while also exploring the change in the interaction and communication strategies employed by their parents. Methodology: A single-subject multiple-baseline design was employed to evaluate the effectiveness of the PELD intervention. Seven child participants and their mothers took part in the study. All participants were aged between 10-17 months at the time of entry. Three terms of the intervention were offered over a 10 month period and families had the option of completing all or some of the terms. Data was collected over three to five time points depending on when the child commenced the intervention. Standardised assessments, parental report and observational measures were used to capture change for both the parent and child. Results: Improvements in receptive vocabulary, use of key word signs, gesture use and a child’s ability to respond to joint attention were noted in the majority of child participants. Children who attended all three terms of the intervention seemed to benefit the most from the PELD programme as they demonstrated a wide range of gestures, understood the most words and used the most Lámh signs post-intervention as reported by their parents. With regards to parent outcomes, all parents were successful in adapting their parenting style and a notable increase in each parents’ ability to follow their child’s lead, join in and play and incorporate a time delay into parent-child interactions was observed. Parents also used language that was developmentally appropriate for their children and increased their use of labelling and repetition of key words post-intervention. Conclusions: The PELD programme is the first parent-child interaction therapy to be tailored specifically to children with DS who are of a very young age. There was some indication that the PELD intervention can support the development of early language skills and the communicative intentions of young children with DS while also upskilling their parents in specific communication and interaction strategies that promote the language development of their child. Keyword: Communication; Down syndrome; Early intervention; Parent-child interaction therapy; Parent-mediated intervention URL: http://hdl.handle.net/10468/10557 BASE Hide details 16 The understanding of complex syntax in children with Down syndrome [version 2; peer review: 3 approved] Bishop, Dorothy V. M.; Frizelle, Pauline; Duta, Mihaela. - : F1000Research, 2019 BASE Show details 17 Assessing children's understanding of complex syntax : a comparison of two methods Frizelle, Pauline; Thompson, Paul A.; Duta, Mihaela. - : Wiley-Blackwell Publishing, Inc., 2019 BASE Show details 18 The understanding of complex syntax in children with Down syndrome Frizelle, Pauline; Thompson, Paul A.; Duta, Mihaela. - : F1000 Research Limited, 2018 BASE Show details 19 Investigating the effect of regional native accents on sentence comprehension in children with language impairment ... Frizelle, Pauline; Harte, Jennifer; Fletcher, Paul. - : Taylor & Francis, 2017 BASE Show details 20 Investigating the effect of regional native accents on sentence comprehension in children with language impairment ... Frizelle, Pauline; Harte, Jennifer; Fletcher, Paul. - : Taylor & Francis, 2017 BASE Show details Page: 1 2

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