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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 31 1 The ASCEND study: protocol for a feasibility study to evaluate an early social communication intervention for young children with Down syndrome Stojanovik, Vesna; Pagnamenta, Emma; Seager, Emily. - : BioMed Central, 2022 BASE Show details 2 The ASCEND study: protocol for a feasibility study to evaluate an early social communication intervention for young children with Down syndrome Stojanovik, Vesna; Pagnamenta, Emma; Seager, Emily... In: Pilot Feasibility Stud (2022) BASE Show details 3 Evaluating ‘Enhancing Pragmatic Language skills for Young children with Social communication impairments’ (E-PLAYS): a feasibility cluster-randomised controlled trial Murphy, Suzanne; Joffe, Victoria; Donald, Louisa. - 2021 BASE Show details 4 Evaluating ‘Enhancing Pragmatic Language skills for Young children with Social communication impairments’ (E-PLAYS): a feasibility cluster-randomised controlled trial Murphy, Suzanne; Joffe, Victoria; Donald, Louisa. - : Springer Nature, 2021 BASE Show details 5 Evaluating ‘Enhancing Pragmatic Language skills for Young children with Social communication impairments’ (E-PLAYS): a feasibility cluster-randomised controlled trial Murphy, Suzanne; Joffe, Victoria; Donald, Louisa... In: Pilot Feasibility Stud (2021) BASE Show details 6 Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial Joffe, Victoria; Rixon, Lorna; Hulme, Charles. - : Wiley, 2020 BASE Show details 7 A tablet-based intervention (Jesus et al., 2019) ... Jesus, Luis M. T.; Martinez, Joana; Santos, Joaquim. - : ASHA journals, 2019 BASE Show details 8 A tablet-based intervention (Jesus et al., 2019) ... Jesus, Luis M. T.; Martinez, Joana; Santos, Joaquim. - : ASHA journals, 2019 BASE Show details 9 Evaluating 'enhancing pragmatic language skills for young children with social communication impairments' (E-PLAYS) : protocol for a feasibility randomised controlled trial study Murphy, Suzanne; Joffe, Victoria; Messer, David. - 2019 BASE Show details 10 Comparing traditional and tablet-based intervention for children with speech sound disorders: a randomised control trial Hall, Andreia; Joffe, Victoria; Santos, Joaquim. - : American Speech-Language-Hearing Association, 2019 BASE Show details 11 Evaluating ‘enhancing pragmatic language skills for young children with social communication impairments’ (E-PLAYS): protocol for a feasibility randomised controlled trial study Murphy, Suzanne; Joffe, Victoria; Messer, David J.. - : BMC, 2019 BASE Show details 12 Evaluating 'enhancing pragmatic language skills for young children with social communication impairments' (E-PLAYS): protocol for a feasibility randomised controlled trial study Murphy, Suzanne; Joffe, Victoria; Messer, David. - : BioMed Central, 2019 BASE Show details 13 Comparing Traditional and Tablet-Based Intervention for Children With Speech Sound Disorders: A Randomized Controlled Trial Jesus, Luis MT; Martinez, Joana; Santos, Joaquim. - : American Speech-Language-Hearing Association, 2019 BASE Show details 14 The effectiveness of classroom vocabulary intervention for adolescents with language disorder Lowe, Hilary; Henry, Lucy; Joffe, Victoria L. - : American Speech-Language-Hearing Association, 2019 BASE Show details 15 Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial Joffe, Victoria L.; Rixon, Lorna; Hulme, Charles. - : John Wiley and Sons Inc., 2019 BASE Show details 16 Evaluating ‘enhancing pragmatic language skills for young children with social communication impairments’ (E-PLAYS): protocol for a feasibility randomised controlled trial study Murphy, Suzanne; Joffe, Victoria; Messer, David; Crafter, Sarah; Radley, Jessica; Sunthararajah, Sailaa; Bell, Kerry; Corbacho, Belen; Fairhurst, Caroline; Rodgers, Sara; Torgerson, David; Welch, Charlie. - : BioMed Central, 2019 Abstract: BACKGROUND: A number of children experience difficulties with social communication and this has long-term deleterious effects on their mental health, social development and education. The proposal presented in this article describes a feasibility study for a trial to test an intervention (‘E-PLAYS’) aimed at supporting children with social communication impairments. E-PLAYS harnesses technology in the form of a novel computer game in order to develop collaborative and communication skills. Preliminary studies by the authors show that when E-PLAYS was administered by the research team, children with social communication impairments showed improvements on communication test scores and on observed collaborative behaviours. The study described here is a pragmatic trial to test the application of E-PLAYS delivered by NHS speech and language therapists together with schools. METHODS: This protocol outlines a two-arm feasibility cluster-randomised controlled trial of the E-PLAYS intervention with treatment as usual control arm, with randomisation at the level of the speech and language therapist. The aim of this study is to ascertain whether it will be feasible to progress to running a full-scale definitive trial to test the effectiveness of E-PLAYS in an NHS setting. Data relating to recruitment and retention, the appropriateness of outcomes and the acceptability of E-PLAYS to participants will be collected. Speech and language therapists will select suitable children (ages 4–7 years old) from their caseloads and deliver either the E-PLAYS intervention (experimental group) or treatment as usual (control group). Assessments will include blinded language measures and observations, non-blinded teacher-reported measures of peer relations and classroom behaviour and parent-reported use of resources and quality of life. There will also be a qualitative process evaluation. DISCUSSION: The findings of this study will inform the decision as to whether to progress to a full-scale definitive randomised controlled trial to test the effectiveness of E-PLAYS when delivered by speech and language therapists and teaching assistants within schools. The use of technology in game form is a novel approach in an area where there are currently few available interventions. TRIAL REGISTRATION: ISRCTN 14818949 (retrospectively registered). Keyword: Study Protocol URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6556014/ https://doi.org/10.1186/s40814-019-0456-z BASE Hide details 17 Vocabulary intervention for adolescents with language disorder: a systematic review. Lowe, Hilary; Henry, Lucy; Müller, Lisa-Maria. - : Wiley, 2018 BASE Show details 18 Exploring the feasibility of a classroom-based vocabulary intervention for mainstream secondary school students with language disorder Lowe, Hilary; Joffe, Victoria. - : Wiley, 2017 BASE Show details 19 Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study Joffe, Victoria; Valente, Ana Rita; Simões, David... In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 48 (2013) 2, 172-187 BLLDB OLC Linguistik Show details 20 The working practices and clinical experiences of paediatric speech and language therapists: a national UK survey Flood, Emma; Dodd, Barbara; Joffe, Victoria... In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 47 (2012) 6, 696-708 BLLDB OLC Linguistik Show details Page: 1 2

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