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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; Radley, Jessica; Sunthararajah, Sailaa; Welch, Charlie; Bell, Kerry; Messer, David; Crafter, Sarah; Fairhurst, Caroline; Corbacho, Belen; Rodgers, Sara; Torgerson, David In: Pilot Feasibility Stud (2021) Abstract: BACKGROUND: This article reports the results from a feasibility study of an intervention (‘E-PLAYS’) aimed at supporting children who experience difficulties with social communication. E-PLAYS is based around a dyadic computer game, which aims to develop collaborative and communication skills. A pilot study found that when E-PLAYS was delivered by researchers, improvements on communication test scores and on collaborative behaviours were observed. The aim of this study was to ascertain the feasibility of running a full-scale trial to test the effectiveness of E-PLAYS in a National Health Service (NHS) setting with delivery by speech and language therapists and teaching assistants. METHODS: The study was a two-arm feasibility cluster-randomised controlled trial of the E-PLAYS intervention with a treatment as usual control arm. Data relating to recruitment and retention, treatment fidelity, acceptability to participants, suitability of outcomes and feasibility of collecting health economic measures and of determining cost-effectiveness were collected. Speech and language therapists selected suitable children (ages 4–7 years old) from their caseload. E-PLAYS intervention (experimental group) was then delivered by teaching assistants overseen by speech and language therapists. The control group received usual care. Assessments included blinded language measures and observations, non-blinded teacher-reported measures of peer relations and classroom behaviour and non-blinded parent-reported use of health and education resources and quality of life. RESULTS: Planned recruitment was for 70 children, in the event, 50 children were recruited which was sufficient for feasibility purposes. E-PLAYS was very highly rated by children, teaching assistants and speech and language therapists and treatment fidelity did not pose any issues. We were able to collect health economic data which suggests that E-PLAYS would be a low-cost intervention. CONCLUSION: Based on recruitment, retention and adherence rates and our outcome measures, a full-scale randomised controlled trial estimated appears feasible and warranted to assess the effectiveness of E-PLAYS for use by the NHS and schools. TRIAL REGISTRATION: ISRCTN 14818949 (retrospectively registered). Keyword: Research URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7780650/ http://www.ncbi.nlm.nih.gov/pubmed/33390188 https://doi.org/10.1186/s40814-020-00724-9 BASE Hide 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. - : BioMed Central, 2019 BASE Show 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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