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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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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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Abstract:
non-peer-reviewed ; Background: Children with language impairment have particular difficulty with verbs and verb argument structures, (Thordardottir and Weismer, 2002; Ebbels, Van der Lely and Dockrell, 2007). A story retell task, (Murphy 2014, unpublished), ‘Captain Grey and the Greedy Aliens’ was designed to assess a range of verbs at sentence level. Following initial telling, graduated prompting was used to elicit responses on the target verbs not produced in the first telling. However, the use of prompting lengthened assessment time in a study of n=91 typically developing children using the tool and younger children in particular needed greater prompting, with concerns this affected their ability to attend Objectives: To further ascertain potential clinical utility of the tool. The current study aimed to identify whether a range of verb classes from across the target verbs were elicited on the first telling without prompting and whether scores from the initial telling were sensitive to development across the age range. Methods: Secondary analysis of data from 91 typically developing children aged 4:06 – 12:00. Correlations with age and scores from verb argument structure accuracy and mean sentence complexity from data with prompting and initial unprompted telling were compared. Results: Verb argument structure accuracy (VAS) and mean sentence complexity (MSC) from the initial unprompted telling were moderately correlated with age. There was no statistically significant difference, (p = .652) (VAS%), (p = .148), (MSC), between the two conditions. A range of verb types were elicited Conclusions: Data from the first telling of this story retell tool without graduated prompting provides sufficient assessment of verb argument structure accuracy and mean sentence complexity in typically developing children, adding to its clinical utility as an assessment tool.
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Keyword:
language development; mean sentence complexity; specific language impairment; verb argument structure
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URL: http://hdl.handle.net/10344/4957
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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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