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Thomas D, Murray E, Williamson E, McCabe P. Weekly Treatment for Childhood Apraxia of Speech With Rapid Syllable Transition Treatment: A Single-Case Experimental Design Study. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023:1-22. [PMID: 37536463 DOI: 10.1044/2023_jslhr-22-00665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/05/2023]
Abstract
PURPOSE The aim of this study was to pilot the efficacy of rapid syllable transition (ReST) treatment when provided once per week for a 50-min treatment session for 12 weeks with five children with childhood apraxia of speech. Of central importance was the children's retention and generalization of gains from treatment as indicators of speech motor learning. METHOD A multiple-baseline across-participant design was employed to investigate (a) treatment effect on the 20 treated pseudowords, (b) generalization to 40 untreated real words and 10 untreated polysyllabic word sentences, and (c) maintenance of any treatment and generalization goals to up to 4 months posttreatment. To investigate any difference between in-session performance and retention, a comparison was made between data collected during treatment and probe sessions. RESULTS Treatment data collected during therapy showed all children improving across their 12 treatment sessions. Three of the five children showed a treatment effect on treated pseudowords in the probe sessions, but only one child showed generalization to untreated real words, and no children showed generalization to sentences. CONCLUSIONS ReST treatment delivered at a dose frequency of once per week was efficacious for only one of the five children. In-session treatment data were not a reliable indicator of children's learning. One session per week of ReST therapy is therefore not recommended. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.23751018.
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Affiliation(s)
- Donna Thomas
- Faculty of Medicine and Health, The University of Sydney, Australia
| | - Elizabeth Murray
- Faculty of Medicine and Health, The University of Sydney, Australia
- Remarkable Speech and Movement, Sydney, Australia
| | - Eliza Williamson
- Faculty of Medicine and Health, The University of Sydney, Australia
| | - Patricia McCabe
- Faculty of Medicine and Health, The University of Sydney, Australia
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Burns CL, Wishart LR, Kularatna S, Ward EC. Knowing the costs of change: an introduction to health economic analyses and considerations for their use in implementation research. SPEECH LANGUAGE AND HEARING 2020. [DOI: 10.1080/2050571x.2019.1693750] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Clare L. Burns
- Speech Pathology & Audiology Department, Royal Brisbane & Women’s Hospital, Metro North Hospital and Health Service, Queensland, Australia
- School of Health & Rehabilitation Sciences, The University of Queensland, Queensland, Australia
| | - Laurelie R. Wishart
- School of Health & Rehabilitation Sciences, The University of Queensland, Queensland, Australia
- Centre for Functioning and Health Research, Metro South Hospital and Health Service, Queensland, Australia
| | - Sanjeewa Kularatna
- Australian Centre for Health Services Innovation, School of Public Health & Social Work, Queensland University of Technology, Queensland, Australia
| | - Elizabeth C. Ward
- School of Health & Rehabilitation Sciences, The University of Queensland, Queensland, Australia
- Centre for Functioning and Health Research, Metro South Hospital and Health Service, Queensland, Australia
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Beecham J, Pearce P, Sewell R, Osman S. Support and costs for students with emotional problems referred to school-based counselling: findings from the ALIGN study. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2018. [DOI: 10.1080/03069885.2018.1552777] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Reilly S, Cini E, Gold L, Goldfeld S, Law J, Levickis P, Mensah F, Morgan A, Nicholson JM, Le HND, Pezic A, Tomblin B, Wake M, Wardrop L. Data resource profile: The Child LAnguage REpository (CLARE). Int J Epidemiol 2018; 47:688-688j. [DOI: 10.1093/ije/dyy034] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Revised: 02/07/2018] [Accepted: 02/21/2018] [Indexed: 11/15/2022] Open
Affiliation(s)
- Sheena Reilly
- Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, Australia
- Murdoch Children’s Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, VIC, Australia
| | - Eileen Cini
- Murdoch Children’s Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
| | - Lisa Gold
- School of Health and Social Development, Deakin University, Burwood, VIC, Australia
- Centre for Community Child Health, The Royal Children's Hospital, Parkville, VIC, Australia
| | - Sharon Goldfeld
- Murdoch Children’s Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, VIC, Australia
- Centre for Community Child Health, The Royal Children's Hospital, Parkville, VIC, Australia
| | - James Law
- Murdoch Children’s Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
- School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Penny Levickis
- Murdoch Children’s Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
- School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Fiona Mensah
- Murdoch Children’s Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, VIC, Australia
| | - Angela Morgan
- Murdoch Children’s Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
- Department of Audiology and Speech Pathology, The University of Melbourne, Parkville, VIC, Australia
| | - Jan M Nicholson
- Judith Lumley Centre, College of Science, Health and Engineering, La Trobe University, Melbourne, VIC, Australia
| | - Ha N D Le
- Centre for Community Child Health, The Royal Children's Hospital, Parkville, VIC, Australia
- Population Health Strategic Research Center, Deakin Health Economics, Deakin University, Geelong, VIC, Australia
| | - Angela Pezic
- Murdoch Children’s Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
| | - Bruce Tomblin
- Department of Communication Sciences and Disorders, University of Iowa, Iowa City, IA, USA
| | - Melissa Wake
- Murdoch Children’s Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
- Department of Paediatrics, The University of Melbourne, Parkville, VIC, Australia
- Department of Paediatrics and Liggins Institute, University of Auckland, Auckland, New Zealand
| | - Louise Wardrop
- Murdoch Children’s Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
- Centre for Neuroscience of Speech, The University of Melbourne, Parkville, VIC, Australia
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Roulstone SE, Marshall JE, Powell GG, Goldbart J, Wren YE, Coad J, Daykin N, Powell JE, Lascelles L, Hollingworth W, Emond A, Peters TJ, Pollock JI, Fernandes C, Moultrie J, Harding SA, Morgan L, Hambly HF, Parker NK, Coad RA. Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study. PROGRAMME GRANTS FOR APPLIED RESEARCH 2015. [PMID: 26312364 DOI: 10.3310/pgfar03050] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
BackgroundThe Child Talk study aimed to develop an evidence-based framework to support the decision-making of speech and language therapists (SLTs) as they design and plan interventions appropriate to the needs of individual children with primary speech and language impairments and their families. The need for early identification and effective intervention for these children continues to be a government policy priority because of the link between children’s early speech and language skills and their broader well-being and outcomes in later life. The first phase of Child Talk sought to map and describe current SLT practice for these children; identify and summarise the existing research evidence relating to practice; and investigate the perspectives of parents, early years practitioners, preschool children and ‘underserved’ communities on speech and language therapy. The second phase of Child Talk focused on the development of a toolkit – assessment tools, outcome measures and a data set – to support future service and economic evaluations of the framework.MethodsChild Talk adopted a mixed-methods design. Quantitative methods included surveys and investigated the prevalence and patterns of intervention usage; qualitative data collection methods included focus groups, interviews and reflection to investigate participants’ perspectives and understandings of interventions. Data analysis methods included descriptive and inferential statistics, thematic and content analysis and framework analysis. Participants were recruited nationally through six NHS sites, professional bodies, parent groups and advertising. Participants included SLTs (n = 677), parents (n = 84), preschool children (n = 24), early years practitioners (n = 31) and ‘underserved’ communities (n = 52).Key findingsSpeech and language therapy interventions were characterised in terms of nine themes, viewed as comprehensive and inclusive by practitioners. Relevant assessments, interventions and outcome domains were identified for the nine themes. Areas of tacit knowledge and underspecified processes contributed to variability in the detail of the framework. Systematic reviews identified 58 relevant and robust studies (from 55,271 papers retrieved from the initial literature search). The number of studies relevant to each theme varied from 1 to 33. Observational data on preschool children’s perspectives on speech and language therapy interventions revealed the dynamic nature of their interaction with different activities and people within therapy sessions. Parents’ experiences of speech and language therapy were generally positive although some reported that the rationale for therapy was not always clear. Parental perspectives in underserved communities suggested that, although parents were confident about how to support children’s language development, they were less informed about the nature of language impairments and the function of speech and language therapy. The availability of information regarding resources directed towards speech and language therapy services was poor. In particular, services lacked both a culture of collecting outcome data routinely and measures of professional input and costs associated with their activities.ConclusionA descriptive framework of SLT practice has been developed to support the discussions between therapists and families when making decisions regarding the selection of interventions and outcome measures. Further research is needed to address gaps in the intervention framework and evaluate its effectiveness and cost-effectiveness in improving outcomes for preschool children with primary speech and language impairments.Study registrationThis study is registered as PROSPERO CRD42013006369.FundingThe National Institute for Health Research Programme Grants for Applied Research programme.
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Affiliation(s)
- Sue E Roulstone
- Bristol Speech & Language Therapy Research Unit, Frenchay Hospital, Bristol, UK
- Faculty of Health and Applied Sciences, University of the West of England, Bristol, UK
| | - Julie E Marshall
- Research Institute for Health and Social Change, Manchester Metropolitan University, Manchester, UK
| | | | - Juliet Goldbart
- Research Institute for Health and Social Change, Manchester Metropolitan University, Manchester, UK
| | - Yvonne E Wren
- Bristol Speech & Language Therapy Research Unit, Frenchay Hospital, Bristol, UK
| | - Jane Coad
- Centre for Technology Enabled Health Research, Coventry University, Coventry, UK
| | - Norma Daykin
- Faculty of Health and Applied Sciences, University of the West of England, Bristol, UK
| | - Jane E Powell
- Faculty of Health and Applied Sciences, University of the West of England, Bristol, UK
| | | | | | - Alan Emond
- School of Social and Community Medicine, University of Bristol, Bristol, UK
| | - Tim J Peters
- School of Clinical Sciences, University of Bristol, Bristol, UK
| | - Jon I Pollock
- Faculty of Health and Applied Sciences, University of the West of England, Bristol, UK
| | | | - Jenny Moultrie
- Bristol Speech & Language Therapy Research Unit, Frenchay Hospital, Bristol, UK
| | - Sam A Harding
- Bristol Speech & Language Therapy Research Unit, Frenchay Hospital, Bristol, UK
| | - Lydia Morgan
- Bristol Speech & Language Therapy Research Unit, Frenchay Hospital, Bristol, UK
| | - Helen F Hambly
- Bristol Speech & Language Therapy Research Unit, Frenchay Hospital, Bristol, UK
| | - Naomi K Parker
- Bristol Speech & Language Therapy Research Unit, Frenchay Hospital, Bristol, UK
| | - Rebecca A Coad
- Bristol Speech & Language Therapy Research Unit, Frenchay Hospital, Bristol, UK
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Dockrell J, Lindsay G, Roulstone S, Law J. Supporting children with speech, language and communication needs: an overview of the results of the Better Communication Research Programme. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2014; 49:543-557. [PMID: 24961589 DOI: 10.1111/1460-6984.12089] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2013] [Accepted: 02/01/2014] [Indexed: 06/03/2023]
Affiliation(s)
- Julie Dockrell
- Psychology & Human Development, Institute of Education, London, UK
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McLeod S, McAllister L, McCormack J, Harrison LJ. Applying the World Report on Disability to children’s communication. Disabil Rehabil 2013; 36:1518-28. [DOI: 10.3109/09638288.2013.833305] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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