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Schladant M, Nunez C, Natale R, Velasquez C, Fernández E, Balzano G, Garilli A, Bulotsky-Shearer RJ, Ma R, Elbaum B. A mixed methods, cluster randomized control trial to examine assistive technology use to support early literacy in preschool children with disabilities. Disabil Rehabil Assist Technol 2024:1-13. [PMID: 39331739 DOI: 10.1080/17483107.2024.2407060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2023] [Revised: 07/17/2024] [Accepted: 09/13/2024] [Indexed: 09/29/2024]
Abstract
This mixed methods study examined the impact of a multi-faceted professional development (PD) program for preschool teachers and classroom assistants on teacher-supported assistive technology (AT) use and early literacy development of children with disabilities. Four special education preschools were randomized into intervention (2 schools, 9 teachers, 50 children) and waitlist control (2 schools, 17 teachers, 42 children) groups. The 24-week PD included online modules, coaching, and AT device kits. Pre-post gains in children's AT use and early literacy skills were analyzed using χ2 and repeated measures ANOVA. Teacher interviews and reflective commentaries were analyzed using Framework Analysis methodology. From pre- to post-test, the percent of children in the intervention group using some form of AT rose from 36 to 80%. The percent of children using AT in the control group went from 45 to 62%. The difference in change between the two groups was statistically significant, χ2 = 13.93, p=.001. Gains in early literacy skills were not significantly different across groups, F(1,90)=0.010, p=.922. Analysis of the qualitative data revealed three themes: the positive impact of AT on child engagement and participation, the importance of individualizing AT for each student, and barriers teachers faced in AT implementation. The PD program had a positive effect on children's AT use but not on gains in early literacy. Teachers' comments highlighted the nuanced relationship between AT use and literacy outcomes, suggesting the need for more targeted implementation of AT during literacy activities.
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Affiliation(s)
- Michelle Schladant
- Department of Pediatrics, Mailman Center for Child Development, Miller School of Medicine, University of Miami, Miami, FL, USA
| | - Christina Nunez
- Department of Pediatrics, Mailman Center for Child Development, Miller School of Medicine, University of Miami, Miami, FL, USA
| | - R Natale
- Department of Pediatrics, Mailman Center for Child Development, Miller School of Medicine, University of Miami, Miami, FL, USA
| | - Carolina Velasquez
- Department of Pediatrics, Mailman Center for Child Development, Miller School of Medicine, University of Miami, Miami, FL, USA
| | - Elena Fernández
- Department of Pediatrics, Mailman Center for Child Development, Miller School of Medicine, University of Miami, Miami, FL, USA
| | - Gabrielle Balzano
- Department of Pediatrics, Mailman Center for Child Development, Miller School of Medicine, University of Miami, Miami, FL, USA
| | - Austin Garilli
- Department of Pediatrics, Mailman Center for Child Development, Miller School of Medicine, University of Miami, Miami, FL, USA
| | | | - Ruixuan Ma
- Department of Pediatrics, Mailman Center for Child Development, Miller School of Medicine, University of Miami, Miami, FL, USA
| | - Batya Elbaum
- Department of Teaching and Learning, School of Education and Human Development, University of Miami, Coral Gables, FL, USA
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Korkalainen MJ, McCabe P, Smidt A, Morgan C. Outcomes of a novel single case study incorporating Rapid Syllable Transition treatment, AAC and blended intervention in children with cerebral palsy: a pilot study. Disabil Rehabil Assist Technol 2024; 19:167-176. [PMID: 35576498 DOI: 10.1080/17483107.2022.2071488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2021] [Accepted: 04/21/2022] [Indexed: 10/18/2022]
Abstract
PURPOSE Motor speech and augmentative and alternative communication (AAC) interventions are commonly used with children with cerebral palsy (CP) but there is limited literature comparing the effectiveness of these interventions. The purpose of this study was to investigate the effectiveness of intensive AAC, Rapid Syllable Transition Treatment (ReST), and blended intervention, a combination of motor-speech and AAC, on speech accuracy and sentence length and complexity. METHODS A single case experimental design across participants with repeated measurements across phases (ABACADA design) was used. Four participants aged 8-14 years with CP who used a speech-generating device (SGD) received three 6-week intervention blocks that included ReST, AAC, and blended intervention. Measures were taken during intervention and baseline phases and at maintenance two and four weeks after the last intervention phase. Participants were randomized to starting with either ReST or AAC with the blended intervention delivered last. RESULTS All participants improved their speech accuracy and sentence length and complexity in speech and with their SGD in all three interventions. The data demonstrated overall immediacy of the effect with all interventions and retention of gains across the whole sequence of phases. The order of AAC or ReST interventions or the severity of CP did not impact the intervention gains. CONCLUSION This study suggests that intensive AAC, a multi-modal approach, and ReST improve speech accuracy and sentence length and complexity in children with moderate CP, but all require further investigation.Implications for rehabilitationIn this paper intensive AAC intervention with a speech generating device (SGD), ReST treatment and multimodal blended intervention were effective in improving speech accuracy and sentence length and complexity in both verbal speech and on communication with the SGD.ReST treatment has not been used with children with CP before. This study established a proof of concept for its effectiveness in children with CP. Further research is warranted.
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Affiliation(s)
- Marjut Johanna Korkalainen
- Discipline of Speech Pathology, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Patricia McCabe
- Discipline of Speech Pathology, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Andy Smidt
- Discipline of Speech Pathology, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Catherine Morgan
- Cerebral Palsy Alliance Research Institute, Child and Adolescent Health, The University of Sydney, Sydney, Australia
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Bean A, Harris K, Kim H, DiGiovine C, Sonntag AM. A scoping review of communication outcomes measures in augmentative and alternative communication. Assist Technol 2023:1-22. [PMID: 37703129 DOI: 10.1080/10400435.2023.2251041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/14/2023] [Indexed: 09/15/2023] Open
Abstract
Although outcomes are a critical component of evidence-based practice, measuring augmentative and alternative communication (AAC) outcomes remains problematic. This is, in part, because there is no consensus on how to operationally define AAC communication outcomes. To gain greater insight into AAC communication outcomes, we used the communicative competence framework to determine which areas of AAC intervention have received the greatest attention and how these outcomes are being measured. The following data were charted from the 77 studies that met the inclusion criteria for the scoping review: study design, study participants, study communication target (e.g., language, word learning, etc.), and communication outcome measurements. Across the included studies, researchers used a variety of standardized and non-standardized measures to assess outcomes. Seventy-seven percent of the studies assessed social skills and 62% assessed linguistic skills. A limited number of studies measured operational (14%), strategic (4%), and psychosocial (18%) skills. Using the communicative competence framework enabled us to identify gaps in the research that has been conducted to date.
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Affiliation(s)
- Allison Bean
- Department of Speech and Hearing Science, The Ohio State University, Columbus, Ohio, USA
| | - Kyle Harris
- School of Health and Rehabilitation Science, The Ohio State University, Columbus, Ohio, USA
| | - Hanna Kim
- Department of Speech and Hearing Science, The Ohio State University, Columbus, Ohio, USA
| | - Carmen DiGiovine
- School of Health and Rehabilitation Science, The Ohio State University, Columbus, Ohio, USA
- Assistive Technology Center, The Ohio State University, Columbus, Ohio, USA
| | - Amy Miller Sonntag
- Department of Speech and Hearing Science, The Ohio State University, Columbus, Ohio, USA
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Mood D, Sheldon R, Tabangin M, Wiley S, Meinzen-Derr J. Technology assisted language intervention (TALI) for children who are deaf/hard of hearing: promising impact on pragmatic skills. DEAFNESS & EDUCATION INTERNATIONAL : THE JOURNAL OF THE BRITISH ASSOCIATION OF TEACHERS OF THE DEAF 2022; 24:334-355. [PMID: 37304207 PMCID: PMC10254572 DOI: 10.1080/14643154.2022.2135731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 09/30/2022] [Accepted: 10/10/2022] [Indexed: 06/13/2023]
Abstract
Children who are deaf and hard of hearing (DHH) often demonstrate pragmatic language difficulties which can impact academic and social outcomes. This randomized control trial for DHH children, ages 3-12 years, explored the Technology-Assisted Language Intervention (TALI), incorporating augmentative and alternative communication technology (AAC) into traditional speech/language therapy, compared to treatment-as-usual (TAU) to determine impact on pragmatics. Pragmatic outcome measures included parent reported Pragmatics Profile of the CELF-5 (for children age ≥5 years) and CELF-P Descriptive Pragmatics Profile (for children <5 years) in addition to parent reported Social and Communication domains of the Vineland Adaptive Behavior Scales,Third Edition (VABS). Over 24 weeks, children ≥5 years in the TALI made significantly more progress (increase in raw scores) on the Pragmatics Profile compared to children in TAU (12.7 points vs. -6.0 points; p = 0.04) and also showed significant gains on two of the three subscales. For children ≥5 years, no significant VABS changes were seen in either intervention group. For children <5 years, there were no statistically significant differences in growth on the CELF-P total pragmatics raw score or on any subdomain. However, children in TALI had significant increases in the mean VABS Communication (86.7-99.1) and Social domain standard scores (91.8-97.4;p = 0.01), while gains for children in TAU on the Communication and Social domain standard scores were not statistically significant. These promising results support the need for additional research exploring the effectiveness of AAC supported speech/language therapy to enhance DHH children's pragmatic language skills. Trial registration ClinicalTrials.gov identifier: NCT02998164.
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Affiliation(s)
- Deborah Mood
- Division of Developmental and Behavioral Pediatrics, Children’s Hospital Colorado, Department of Pediatrics, University of Colorado Anschutz, Aurora, CO, USA
| | - Rose Sheldon
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Meredith Tabangin
- Division of Biostatistics and Epidemiology, Cincinnati Children’s Hospital Medical Center, Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA
| | - Susan Wiley
- Division of Developmental and Behavioral Pediatrics, Cincinnati Children’s Hospital Medical Center, Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Jareen Meinzen-Derr
- Division of Biostatistics and Epidemiology, Cincinnati Children’s Hospital Medical Center, Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH USA
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Leonet O, Orcasitas-Vicandi M, Langarika-Rocafort A, Mondragon NI, Etxebarrieta GR. A Systematic Review of Augmentative and Alternative Communication Interventions for Children Aged From 0 to 6 Years. Lang Speech Hear Serv Sch 2022; 53:894-920. [PMID: 35759607 DOI: 10.1044/2022_lshss-21-00191] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
PURPOSE This systematic review evaluates the latest available evidence regarding augmentative and alternative communication (AAC) interventions in children from 0 to 6 years old diagnosed with various disabilities. METHOD A systematic search was conducted in MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference Center (EBSCO), and Education Database (ProQuest), and studies on AAC interventions in children from 0 to 6 years old diagnosed with various disabilities were selected independently by two reviewers (A.L.-R. and N.I.M.) according to the purpose of the review. RESULTS Twenty-nine of 1,709 studies met the inclusion criteria for this review. The methodological quality of the included studies was assessed, and the characteristics and results of the studies were extracted by a descriptive analysis (O.L.S. and M.O.-V.). CONCLUSION This analysis revealed that children with different diagnoses show improvements in expressive and receptive communication, functional communication behaviors, communication participation skills, interaction strategies, and symbol and multisymbol production and comprehension by using various AAC systems.
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Affiliation(s)
- Oihana Leonet
- Department of Educational Sciences, Faculty of Education, Philosophy and Anthropology, University of the Basque Country, Donostia-San Sebastián, Spain
| | - Maria Orcasitas-Vicandi
- Department of English and German Philology, Translation and Interpretating, Faculty of Letters, University of the Basque Country, Vitoria-Gasteiz, Spain
| | - Argia Langarika-Rocafort
- Department of Didactics of Musical, Plastic and Body Expression, Faculty of Education of Bilbao, University of the Basque Country, Leioa, Spain
| | - Nahia Idoiaga Mondragon
- Department of Developmental and Educational Psychology, Faculty of Education of Bilbao, University of the Basque Country, Leioa, Spain
| | - Gorka Roman Etxebarrieta
- Department of Didactics of Language and Literature, Faculty of Education of Bilbao, University of the Basque Country, Leioa, Spain
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Beiting M. Diagnosis and Treatment of Childhood Apraxia of Speech Among Children With Autism: Narrative Review and Clinical Recommendations. Lang Speech Hear Serv Sch 2022; 53:947-968. [PMID: 35472263 DOI: 10.1044/2022_lshss-21-00162] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022] Open
Abstract
PURPOSE Treatment for children with autism spectrum disorder (ASD) and low verbal ability is a largely neglected area of study. Existing research focuses on language abilities; however, a subset of children with ASD also has speech sound disorders (SSDs). The purpose of this tutorial is to provide clinicians with evidence-based recommendations to guide speech assessment and treatment among children with ASD, low verbal ability, and suspected childhood apraxia of speech (CAS). METHOD Multifaceted search procedures were used to identify studies that have assessed or treated speech sound production among children with ASD. A narrative review and synthesis of the literature is followed by practical clinical recommendations based on best available evidence. CONCLUSIONS It is critically important to consider all possible hindrances to the development of functional communication ability for children with ASD. Speech sound production has been identified as a key predictor of expressive language outcomes, yet there are very few studies that address assessment and treatment of SSDs among children with ASD. Less is known about the presentation of CAS among children with ASD and low verbal ability. More research is needed to determine whether existing speech assessment and treatment methods are appropriate for children with ASD, if modifications are needed, or if new methods should be designed.
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Affiliation(s)
- Molly Beiting
- Department of Communication Sciences and Disorders, Temple University, Philadelphia, PA
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Cunningham BJ, Thomas-Stonell N, Rosenbaum P. Assessing communicative participation in preschool children with the Focus on the Outcomes of Communication Under Six: a scoping review. Dev Med Child Neurol 2021; 63:47-53. [PMID: 32909263 DOI: 10.1111/dmcn.14665] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/30/2020] [Indexed: 12/12/2022]
Abstract
AIM To describe uses of the Focus on the Outcomes of Communication Under Six (FOCUS) in research with children with and without various communication disorders since its publication in 2010. METHOD Six databases were searched for the term 'Focus on the Outcomes of Communication Under Six'. With additional searches we ascertained 70 articles, of which 25 met inclusion criteria for full review and data extraction. RESULTS The FOCUS has been used in research across multiple countries, purposes, populations, contexts, and versions. Evaluative studies have described: the development of children's communicative participation skills and factors that impact the development of communicative participation; the impact of specific interventions on communicative participation; how FOCUS captures change relative to measures of impairment; and how FOCUS performs when used at different intervals. Adaptations have included: use of the FOCUS as a descriptive or discriminative tool; use with children outside the validated age range; use of select items; and use with typically developing children. INTERPRETATION The FOCUS is used worldwide in research and practice, and much has been learned about children's communicative participation. Future research is needed to explore the relationship between children's impairments and their communicative participation, develop a FOCUS App, and develop and validate a FOCUS for school-age children.
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Affiliation(s)
- Barbara Jane Cunningham
- School of Communication Sciences and Disorders, Western University, Elborn College, London, Ontario, Canada.,CanChild, McMaster University, Hamilton, Ontario, Canada
| | | | - Peter Rosenbaum
- CanChild, McMaster University, Hamilton, Ontario, Canada.,Department of Pediatrics, McMaster University, Hamilton, Ontario, Canada
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Piazzalunga S, Salerni N, Limarzi S, Ticozzell B, Schindler A. Assessment of children's communicative participation: a preliminary study on the validity and reliability of the Italian Focus on the Outcomes of Communication Under Six (FOCUS-I) in preschool age. SPEECH LANGUAGE AND HEARING 2020. [DOI: 10.1080/2050571x.2020.1738037] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Affiliation(s)
- Silvia Piazzalunga
- Department of Biomedical and Clinical Sciences “L. Sacco”, University of Milan, Milan, Italy
- Department of Psychology, University of Milan-Bicocca, Milan, Italy
| | | | - Sofia Limarzi
- Scientific Institute IRCCS “E. Medea”, Bosisio Parini, Italy
| | - Benedetta Ticozzell
- Department of Biomedical and Clinical Sciences “L. Sacco”, University of Milan, Milan, Italy
| | - Antonio Schindler
- Department of Biomedical and Clinical Sciences “L. Sacco”, University of Milan, Milan, Italy
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Moorcroft A, Scarinci N, Meyer C. “I've had a love-hate, I mean mostly hate relationship with these PODD books”: parent perceptions of how they and their child contributed to AAC rejection and abandonment. Disabil Rehabil Assist Technol 2019; 16:72-82. [DOI: 10.1080/17483107.2019.1632944] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- A. Moorcroft
- School of Health and Rehabilitation Sciences, The University of Queensland, Queensland, Australia
| | - N. Scarinci
- School of Health and Rehabilitation Sciences, The University of Queensland, Queensland, Australia
| | - C. Meyer
- School of Health and Rehabilitation Sciences, The University of Queensland, Queensland, Australia
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Ball LJ, Chavez S, Perez G, Bharucha-Goebel D, Smart K, Kundrat K, Carruthers L, Brady C, Leach M, Evans S. Communication skills among children with spinal muscular atrophy type 1: A parent survey. Assist Technol 2019; 33:38-48. [DOI: 10.1080/10400435.2019.1586788] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022] Open
Affiliation(s)
- Laura J. Ball
- Center for Translational Science, Children’s National Health System, Washington DC, USA
- Department of Physical Medicine and Rehabilitation, Children’s National Health System, Washington DC, USA
| | - Stephen Chavez
- Department of Nutrition, Children’s National Health System, Washington DC, USA
| | - Geovanny Perez
- Department of Pulmonology, Children’s National Health System, Washington DC, USA
| | | | - Kathleen Smart
- Department of Neurology, Children’s National Health System, Washington DC, USA
| | - Katherine Kundrat
- Department of Physical Medicine and Rehabilitation, Children’s National Health System, Washington DC, USA
| | - Lauren Carruthers
- Department of Physical Medicine and Rehabilitation, Children’s National Health System, Washington DC, USA
| | - Caitlin Brady
- Department of Physical Medicine and Rehabilitation, Children’s National Health System, Washington DC, USA
| | - Meganne Leach
- Department of Pediatrics, Oregon Health Science University, Portland, Oregon, USA
| | - Sally Evans
- Department of Physical Medicine and Rehabilitation, Children’s National Health System, Washington DC, USA
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de Lima Antão JYF, Oliveira ASB, de Almeida Barbosa RT, Crocetta TB, Guarnieri R, Arab C, Massetti T, Antunes TPC, da Silva AP, Bezerra ÍMP, de Mello Monteiro CB, de Abreu LC. Instruments for augmentative and alternative communication for children with autism spectrum disorder: a systematic review. Clinics (Sao Paulo) 2018; 73:e497. [PMID: 30517284 PMCID: PMC6238819 DOI: 10.6061/clinics/2017/e497] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/22/2018] [Accepted: 06/22/2018] [Indexed: 11/30/2022] Open
Abstract
New technologies designed to improve the communication of autistic children can also help to promote interaction processes and cognitive and social development. The aim of this study was to analyze the instruments used to improve the communication skills of children with autism spectrum disorder. We searched the PubMed and Web of Science databases using the descriptors "autism", "Asperger", "education", "children" and "assistive technology" and selected articles that met the following inclusion criteria: (i) original research; (ii) written in English; (iii) based on participants with a primary diagnosis of autism spectrum disorder; and (iv) tested an instrument designed to promote communication in children with autism spectrum disorder. Our search retrieved 811 articles, of which 34 met the inclusion criteria. Data on 26 instruments were extracted, and the measurement properties of the instruments were combined with information about their outcomes and presentation. The most commonly used interventions were the Treatment and Education of Autistic and Related Communication Handicapped Children program and the Picture Exchange Communication System. The Treatment and Education of Autistic and Related Communication Handicapped Children program was shown to produce improvements in the communication skills, socialization and self-care skills of children with autism spectrum disorder. The Picture Exchange Communication System produced inconsistent results. The results of the identified studies confirm the significant importance of these instruments in improving the communicative process of autistic children.
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Affiliation(s)
| | | | | | - Tânia Brusque Crocetta
- Laboratorio de Delineamento de Estudos e Escrita Cientifica, Faculdade de Medicina do ABC (FMABC), Santo Andre, SP, BR
| | - Regiani Guarnieri
- Laboratorio de Delineamento de Estudos e Escrita Cientifica, Faculdade de Medicina do ABC (FMABC), Santo Andre, SP, BR
| | - Claudia Arab
- Escola Paulista de Medicina, Universidade Federal de Sao Paulo (UNIFESP/EPM), Sao Paulo, SP, BR
| | - Thaís Massetti
- Programa de Pos-Graduacao em Ciencias da Reabilitacao, Universidade de Sao Paulo, Sao Paulo, SP, BR
| | | | - Alan Patrício da Silva
- Laboratorio de Delineamento de Estudos e Escrita Cientifica, Faculdade de Medicina do ABC (FMABC), Santo Andre, SP, BR
| | | | - Carlos Bandeira de Mello Monteiro
- Laboratorio de Delineamento de Estudos e Escrita Cientifica, Faculdade de Medicina do ABC (FMABC), Santo Andre, SP, BR
- Escola de Artes, Ciencias e Humanidades, Universidade de Sao Paulo (EACH/USP), Sao Paulo, SP, BR
| | - Luiz Carlos de Abreu
- Laboratorio de Delineamento de Estudos e Escrita Cientifica, Faculdade de Medicina do ABC (FMABC), Santo Andre, SP, BR
- Departamento de Saude Materno Infantil, Faculdade de Saude Publica, Universidade de Sao Paulo, São Paulo, SP, BR
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Cunningham BJ, Hanna SE, Rosenbaum P, Thomas-Stonell N, Oddson B. Factors Contributing to Preschoolers' Communicative Participation Outcomes: Findings From a Population-Based Longitudinal Cohort Study in Ontario, Canada. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 27:737-750. [PMID: 29710096 DOI: 10.1044/2017_ajslp-17-0079] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2017] [Accepted: 12/07/2017] [Indexed: 06/08/2023]
Abstract
PURPOSE The aim of this study was to identify predictors of communicative participation outcomes for a large cohort of preschoolers with speech and language impairments. METHOD A secondary analysis of longitudinal program evaluation data from Ontario, Canada's Preschool Speech and Language Program was done. Data available for 46,872 children 18-67 months of age (M = 41.76 months, SD = 11.92; 68% boys, 32% girls) were previously used to predict children's communicative participation skill development in 5 levels of function. Demographic and intervention-based variables were added to the models to identify new predictors of growth. RESULTS Three demographic and 3 intervention-based variables were statistically significant predictors of children's communicative participation outcomes. Clinically significant predictors included participation in an early learning environment, receipt of speech-language interventions, and the amount of time spent in intervention. These variables impacted predicted outcomes differently, depending on a child's level of communicative function. CONCLUSIONS This population-based study of preschoolers with speech and language impairments identified predictors of growth in communicative participation skills-an outcome important and meaningful to families but not often explored. A broad picture emerged of factors that may influence the development of communicative participation skills and may be used to predict outcomes for preschoolers. Given the large sample size, these robust findings may be used to predict outcomes outside the Preschool Speech and Language Program as well. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.6024422.
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Affiliation(s)
- Barbara Jane Cunningham
- School of Rehabilitation Science, McMaster University, Institute for Applied Health Sciences, Hamilton, Ontario, Canada
- McMaster University, Hamilton, Ontario, Canada
| | - Steven E Hanna
- Department of Health Research Methods Evidence and Impact, McMaster University, Hamilton, Ontario, Canada
| | - Peter Rosenbaum
- School of Rehabilitation Science, McMaster University, Institute for Applied Health Sciences, Hamilton, Ontario, Canada
- Department of Pediatrics and School of Rehabilitation Science, McMaster University, Hamilton, Ontario, Canada
- McMaster University, Hamilton, Ontario, Canada
| | | | - Bruce Oddson
- School of Human Kinetics, Laurentian University, Sudbury, Ontario, Canada
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