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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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Abstract:
non-peer-reviewed ; Many studies have investigated whether non-verbal skills such as gesture are reliable early markers of later language delay, for example, Rowe and Goldin-Meadow (2009); Chiat and Roy (2008). Researchers such as Reilly et al (2009) have looked at the value of following children longitudinally to see how communicative and expressive language profiles develop and change over time and to investigate which clinical markers appear to predict language profiles at a later stage. However a lack of longitudinal research specifically related to early gesture as a clinical marker of later language profile exists in the literature. This Time 2 (T2) study evaluates the relationship between early gesture at Time 1 (T1) and language profiles two years further along the language development trajectory. Early non-verbal skills including gesture use and the ability to process meaning from symbolic representation were assessed in a cohort of 22 children aged 2-3 years at T1. At T2 follow-up, receptive and expressive language skills, phonological skills, non-verbal cognitive skills and non-word and sentence repetition were assessed in a group of 15 children aged 48-70 months with a previously identified receptive and/or expressive language delay from the same original T1 cohort of 22 children. Results showed that language development appears to be fluid. Language profile at T2 changed for 86.6% of the T1 sample. Children with mixed receptive and expressive language difficulties at age 2-3 were more likely to have persisting language problems at age 4-5. Gesture did not appear to predict language profile or persistence of language impairment at age 4-5. Symbolic comprehension and morphosyntactic elements of language showed moderate correlations with expressive language. This small sample is very limited in terms of clinical significance and further research with a larger sample is necessary.
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Keyword:
clinical markers of language impairment; fluidity of profile; gesture; language development trajectory; symbolic comprehension
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URL: http://hdl.handle.net/10344/4972
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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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