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Diversity of Child and Family Characteristics of Children with Hearing Loss in Family-Centered Early Intervention in The Netherlands
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In: Journal of Clinical Medicine; Volume 11; Issue 8; Pages: 2074 (2022)
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| 2 |
Systematic literature review on early literacy interventions for children of immigrant families, including Dyslexia
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Gao, Ying. - : Trinity College (Dublin, Ireland). School of Education, 2022
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| 3 |
Spelling Intervention Strategies: What Works Best?
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In: Theses/Capstones/Creative Projects (2022)
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Oslo Early Education Study, study 1: Impact of a professional development intervention on child-language outcomes assessed after one year ...
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Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen ...
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| 7 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 8 |
Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen
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In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021)
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| 9 |
A preliminary evaluation of a manualised intervention to improve early literacy skills in children with developmental language disorder
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In: Research outputs 2014 to 2021 (2021)
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| 10 |
Assessing self-efficacy in families of children with hearing concerns through an audiological early intervention training
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In: Appalachian Student Research Forum (2021)
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| 11 |
Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention
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| 12 |
Relationship between Behavioral Infant Speech Perception and Hearing Age for Children with Hearing Loss
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In: Journal of Clinical Medicine ; Volume 10 ; Issue 19 (2021)
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| 13 |
The Effects of Age, Dosage, and Poverty on Second Language Learning through SparkLingTM in Infant Education Centers in Madrid, Spain
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In: International Journal of Environmental Research and Public Health; Volume 18; Issue 23; Pages: 12758 (2021)
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| 14 |
Enhanced Milieu Teaching with Phonological Emphasis: A Pilot Telepractice Parent Training Study for Toddlers with Clefts
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In: Children ; Volume 8 ; Issue 9 (2021)
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Abstract:
Objective: the purpose of this study was to evaluate the effects of training caregivers to use intervention strategies from the Enhanced Milieu Teaching with Phonological Emphasis (EMT + PE) program, delivered via telepractice, and to examine the effects on child speech and language outcomes for children with repaired cleft lip +/- palate (CL/P). Design: A multiple baseline within subject design across parent behaviors was replicated across three participating dyads. A pre–post intervention comparison was provided with a non-cleft twin. Participants: Three mother-child dyads participated in this study. Children ranged in age from 21 to 27 months at the beginning of the study and all had a diagnosis of CL/P. A noncleft twin without CL/P was assessed pre- and post-intervention to provide a normative comparison. Results: Parents demonstrated a positive intervention effect by substantially increasing their use of EMT + PE intervention strategies during telepractice intervention sessions (Tau 0.675 to 1.1333). Following the conclusion of intervention, parents were able to maintain their use of strategies once direct coaching had been discontinued. Children demonstrated increased talking rate, improved speech production and expanded expressive vocabulary measures over the course of intervention. Speech and language development of a child without cleft palate was provided as a comparison. Conclusions: Parents were trained through telepractice to effectively deliver EMT + PE speech and language facilitation strategies that resulted in increased language and speech outcomes for their children with CL/P.
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Keyword:
cleft palate; early intervention; speech and language development; telepractice
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URL: https://doi.org/10.3390/children8090736
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| 15 |
An Investigation of how to support oral language development and emergent literacy skills of preschool children coming from a diverse linguistic and cultural background
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| 16 |
Early Childhood Educators and the Early Identification of Additional Need s in Early Years Settings
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Page, Heather. - : Trinity College (Dublin, Ireland). School of Education, 2021
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| 17 |
The Value of Musical Interactions in Early Development in Down syndrome: A Grounded Theory Study
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| 18 |
Evaluating the Independent Group Contingency: “Mystery Student” On Improving Behaviors In Head Start Classrooms
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In: Faculty Publications (2021)
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| 19 |
Detección precoz de la hipoacusia, influencia en el diagnóstico y en el tratamiento temprano
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| 20 |
Das dificuldades de aprendizagem na leitura à intervenção : perspetivas de professores de 1.º ciclo
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