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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 22 1 The impact of intervention dose form on oral language outcomes for children with developmental language disorder Murphy, Carol-Anne; Tolonen, Anna-Kaisa; McKean, Cristina. - : American Speech-Language-Hearing Association, ASHA, 2021 BASE Show details 2 The influence of quantitative intervention dosage on oral language outcomes for children with developmental language disorder: a systematic review and narrative synthesis Frizelle, Pauline; Tolonen, Anna-Kaisa; Tulip, Josie. - : American Speech-Language-Hearing Association, 2021 BASE Show details 3 Reflective practice across speech and language therapy and education: a protocol for an integrative review McCluskey, Jessica; Gallagher, Aoife L.; Murphy, Carol-Anne In: HRB Open Res (2021) Abstract: Effective co-practice is considered a linchpin of inclusive education. Speech and language therapists (SLT), in collaboration with teachers, are amongst the professionals who have a role in ensuring inclusion for students. The challenges of collaboration are well documented, with communication considered a potential antidote. Proposals for how collaborative communication can take place often align with models of reflection. Uncertainty around a shared language for reflection within and across the professions of teaching and SLT may pose a barrier to it occurring. Reflection has long been documented as a strategy used by effective clinicians to improve practice. Hence, teachers and SLTs reflecting together could be considered ‘a port of entry’ for effective collaborative practice. This study aims to synthesise literature and knowledge on the phenomenon of reflective practice across the professions to facilitate collaboration for inclusive education. The method of qualitative evidence synthesis will be an integrative review. A systematic search will be conducted to extract empirical studies, reviews and theoretical papers on the topic of reflection across both professions. An adapted version of the PRISMA reporting guidelines will be used in the development, design and reporting of this review. Four databases will be searched: CINAHL, SCOPUS, Education Source and ERIC. A web-based search will also be conducted to retrieve relevant policy documents. Included literature will be appraised using the M-MAT and an adapted checklist from the Joanna Briggs Institute. Deductive content analysis will endeavour to determine if a shared language exists about reflection, across the professions of teaching and speech and language therapy. Establishing a shared language represents a first step towards the development of a framework for collaborative reflection between teachers and SLTs. This is turn serves to inform future research, policy and practice regarding how speech and language therapist can work collaboratively with teachers in schools. Keyword: Study Protocol URL: https://doi.org/10.12688/hrbopenres.13234.1 http://www.ncbi.nlm.nih.gov/pubmed/34853822 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8591512/ BASE Hide details 4 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 McCurtin, Arlene; Murphy, Carol-Anne; Roddam, Hazel. - : Thieme Gruppe, 2021 BASE Show details 5 The influence of quantitative intervention dosage on oral language outcomes for children with developmental language disorder: a systematic review and narrative synthesis. Frizelle, Pauline; Tolonen, Anna-Kaisa; Tulip, Josie. - : American Speech-Language-Hearing Association, 2021 BASE Show details 6 Managing children with developmental language disorder : theory and practice across Europe and beyond McKean, Cristina (Herausgeber); Elin Thordardottir (Herausgeber); Murphy, Carol-Anne (Herausgeber). - New York : Routledge, 2019 BLLDB UB Frankfurt Linguistik Show details 7 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 Roddam, Hazel; McCurtin, Arlene; Murphy, Carol-Anne. - : Thieme Medical Publishers, 2019 BASE Show details 8 Consequential differences in perspectives and practices concerning children with developmental language disorders: an integrative review Gallagher, Aoife L.; Murphy, Carol‐Anne; Conway, Paul. - : John Wiley and Sons Inc., 2019 BASE Show details 9 What our hands tell us: a 2 year follow-up investigating outcomes in subgroups of children with language delay O'Neill, Hilary; Murphy, Carol-Anne; Chiat Shula. - 2019 BASE Show details 10 Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology Bellair, Jude; Grist, Mandy; Westerveld, Marleen. - : WILEY, 2017 BASE Show details 11 Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology Bishop, Dorothy V.M.; Snowling, Margaret J.; Thompson, Paul A.. - : John Wiley and Sons Inc., 2017 BASE Show details 12 CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children Norbury, Courtenay; Leonard, Laurence; McCartney, Elspeth. - : Public Library Science, 2016 BASE Show details 13 CATALISE : a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children Bishop, D. V. M.; Snowling, Margaret J.; Thompson, Paul A.. - 2016 BASE Show details 14 Fluidity of language profiles in a follow-up study :is early gesture predictive of later language profile? MacNally, Catriona. - : University of Limerick, 2015 BASE Show details 15 Early language delay and later language development: a longitudinal study Banim, Keira. - : University of Limerick, 2015 BASE Show details 16 Gesture in children with early language delay as a predictor of later language profiles: a follow-up study Fitzgerald, Rosalind. - : University of Limerick, 2015 BASE Show details 17 Assessment of verb argument structure in children using a story retell task: comparing performance and potential clinical utility from unprompted responses versus graduated prompting Akehurst, Victoria. - : University of Limerick, 2015 BASE Show details 18 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? Murphy, Carol-Anne; Whelan, Jennifer. - : University of Limerick, 2013 BASE Show details 19 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 Scanlon, Bridget. - : University of Limerick, 2013 BASE Show details 20 Oral language comprehension difficulties in school-aged children: a pilot single case study to investigate the efficacy of a combined intervention approach Murtagh, Melissa A. - : University of Limerick, 2013 BASE Show details Page: 1 2

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