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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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Bishop, D. V. M.; Snowling, Margaret J.; Thompson, Paul A.; Greenhalgh, Trisha; Adams, Catherine; Archibald, Lisa; Baird, Gillian; Bauer, Ann; Bellair, Jude; Boyle, Christopher; Brownlie, Elizabeth; Carter, Glenn; Clark, Becky; Clegg, Judy; Cohen, Nancy; Conti-Ramsden, Gina; Dockrell, Julie; Dunn, Janet; Ebbels, Susan; Gallagher, Aoife; Gibbs, Simon; Gore-Langton, Emma; Grist, Mandy; Hartshorne, Mary; Hüneke, Alison; Joanisse, Marc; Kedge, Sally; Klee, Thomas; Krishnan, Saloni; Lascelles, Linda; Law, James; Leonard, Laurence; Lynham, Stephanie; Arnold, Elina Mainela; Mathura, Narad; McCartney, Elspeth; McKean, Cristina; McNeill, Brigid; Morgan, Angela; Murphy, Carol Anne; Norbury, Courtenay; O'Hare, Anne; Cardy, Janis Oram; O'Toole, Ciara; Paul, Rhea; Purdy, Suzanne; Redmond, Sean; Reilly, Sheena; Restrepo, Laida; Rice, Mabel; Slonims, Vicky; Snow, Pamela; Soppitt, Richard; Speake, Jane; Spencer, Sarah; Stringer, Helen; Tager-Flusberg, Helen; Tannock, Rosemary; Taylor, Cate; Tomblin, Bruce; Volden, Joanne; Westerveld, Marleen; Whitehouse, Andrew. - 2016
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Abstract:
Delayed or impaired language development is a common developmental concern, yet there is little agreement about the criteria used to identify and classify language impairments in children. Children's language difficulties are at the interface between education, medicine and the allied professions, who may all adopt different approaches to conceptualising them. Our goal in this study was to use an online Delphi technique to see whether it was possible to achieve consensus among professionals on appropriate criteria for identifying children who might benefit from specialist services. We recruited a panel of 59 experts representing ten disciplines (including education, psychology, speech-language therapy/pathology, paediatrics and child psychiatry) from English-speaking countries (Australia, Canada, Ireland, New Zealand, United Kingdom and USA). The starting point for round 1 was a set of 46 statements based on articles and commentaries in a special issue of a journal focusing on this topic. Panel members rated each statement for both relevance and validity on a sevenpoint scale, and added free text comments. These responses were synthesised by the first two authors, who then removed, combined or modified items with a view to improving consensus. The resulting set of statements was returned to the panel for a second evaluation (round 2). Consensus (percentage reporting 'agree' or 'strongly agree') was at least 80 percent for 24 of 27 round 2 statements, though many respondents qualified their response with written comments. These were again synthesised by the first two authors. The resulting consensus statement is reported here, with additional summary of relevant evidence, and a concluding commentary on residual disagreements and gaps in the evidence base.
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Keyword:
Pediatrics
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URL: https://strathprints.strath.ac.uk/57284/1/Bishop_etal_PLOSONE2016_CATALISE_a_multinational_and_multidisciplinary_Delphi_consensus_study_Identifying_language.pdf https://doi.org/10.1371/journal.pone.0158753 https://strathprints.strath.ac.uk/57284/
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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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