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Optimizing intervention outcomes and experiences (Baker et al., 2022) ...
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Optimizing intervention outcomes and experiences (Baker et al., 2022) ...
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Vocabulary acquisition and usage for late talkers treatment : effect on expressive vocabulary and phonology
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Protocol for the Connected Speech Transcription of Children with Speech Disorders: An Example from Childhood Apraxia of Speech
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In: Folia Phoniatr Logop (2019)
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Digital tools to support children's speech and language skill
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Preschool children's communication, motor and social development : parents' and educators' concerns
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Tutorial : Assessment and analysis of polysyllables in young children
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Pacifiers, thumb sucking, breastfeeding, and bottle use : oral sucking habits of children with and without phonological impairment
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Implementation fidelity of a computer-assisted intervention for children with speech sound disorders ...
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Implementation fidelity of a computer-assisted intervention for children with speech sound disorders ...
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Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties
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Polysyllable speech accuracy and predictors of later literacy development in preschool children with speech sound disorders
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Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings
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Implementation fidelity of a computer-assisted intervention for children with speech sound disorders
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Longitudinal changes in polysyllable maturity of preschool children with phonologically-based speech sound disorders
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Cluster-randomized controlled trial evaluating the effectiveness of computer-assisted intervention delivered by educators for children with speech sound disorders
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McLeod, Sharynne; Baker, Elise (R20118); McCormack, Jane; Wren, Yvonne E.; Roulstone, Sue E.; Crowe, Kathryn; Masso, Sarah; White, Paul; Howland, Charlotte. - : U.S., American Speech-Language-Hearing Association, 2017
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Abstract:
Purpose: The aim was to evaluate the effectiveness of computer-assisted input-based intervention for children with speech sound disorders (SSD). Method: The Sound Start Study was a cluster-randomized controlled trial. Seventy-nine early childhood centers were invited to participate, 45 were recruited, and 1,205 parents and educators of 4- and 5-year-old children returned questionnaires. Children whose parents and educators had concerns about speech were assessed (n = 275); 132 children who were identified with phonological pattern-based errors underwent additional assessment. Children with SSD and no difficulties with receptive language or hearing, typical nonverbal intelligence, and English as their primary language were eligible; 123 were randomized into two groups (intervention n = 65; control n = 58), and 3 withdrew. The intervention group involved Phoneme Factory Sound Sorter software (Wren & Roulstone, 2013) administered by educators over 9 weeks; the control group involved typical classroom practices. Participants were reassessed twice by a speech-language pathologist who was unaware of the initial assessment and intervention conditions. Results: For the primary outcome variable (percentage of consonants correct), the significant mean change from pre- to postintervention for the intervention group (mean change = +6.15, p < .001) was comparable in magnitude to the significant change for the control group (mean change = +5.43, p < .001) with a small between-groups effect size for change (Cohen’s d = 0.08). Similar results occurred for measures of emergent literacy, phonological processing, participation, and well-being. Conclusion: Computer-assisted input-based intervention administered by educators did not result in greater improvement than typical classroom practices.
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Keyword:
children; computer-assisted instruction; phonetics; speech; speech disorders; XXXXXX - Unknown
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URL: https://ezproxy.uws.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=124123719&site=ehost-live&scope=site http://hdl.handle.net/1959.7/uws:55297 https://doi.org/10.1044/2017_JSLHR-S-16-0385
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