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Pampoulou, Eliada; Theodorou, Eleni; Petinou, Kakia – Child Language Teaching and Therapy, 2018
Whilst augmentative and alternative communication has been used for over sixty years across many countries, in Cyprus it remains underdeveloped. The current study seeks to investigate the current AAC practices in Cyprus. Data were collected through electronically distributed questionnaires to all registered speech and language therapists (n =…
Descriptors: Foreign Countries, Augmentative and Alternative Communication, Communication Problems, Disabilities
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Green, Katherine B.; Towson, Jacqueline A.; Head, Cynthia; Janowski, Brittany; Smith, Laura – Child Language Teaching and Therapy, 2018
Family-centered practices that build caregiver capacity are a central focus of early intervention services for young children with disabilities. The purpose of this study was to evaluate the feasibility of adapting the "Parents Interacting with Infants" (PIWI) facilitated playgroup model to target effective communication strategies for…
Descriptors: Communication Problems, Language Skills, Language Impairments, Parent Child Relationship
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Lee, Sue Ann S. – Child Language Teaching and Therapy, 2018
The goals of the present study were to (1) examine the effects of the multiple opposition phonological approach on improving phoneme production accuracy in children with severe phonological disorders and (2) explore whether the multiple opposition approach is feasible for the telepractice service delivery model. A multiple-baseline,…
Descriptors: Outcomes of Treatment, Young Children, Phonology, Speech Impairments
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Lynch, Yvonne; McCleary, Muireann; Smith, Martine – Child Language Teaching and Therapy, 2018
Augmentative and alternative communication (AAC) refers to a wide range of aided and unaided modes that are employed with a diverse group of people to support a range of language and communication outcomes. Children whose comprehension of spoken language greatly exceeds their ability to express themselves within that modality can be described as…
Descriptors: Assistive Technology, Program Effectiveness, Children, Adolescents
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Flanagan, Kieran J.; Ttofari Eecen, Kyriaki – Child Language Teaching and Therapy, 2018
Approximately 10% of children with a speech sound disorder present with an inconsistent phonological disorder, characterized by inconsistent production of words across multiple trials. A number of studies have provided evidence of the efficacy of core vocabulary therapy for the remediation of this speech sound disorder with a dosage of two…
Descriptors: Vocabulary Development, Speech Impairments, Phonology, Speech Therapy
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Godin, Marie-Pier; Gagné, Andréanne; Chapleau, Nathalie – Child Language Teaching and Therapy, 2018
The aim of this longitudinal study was to examine spelling acquisition in French children with developmental language disorder (DLD) over a school year. Through a fine-grained spelling error analysis, we investigated whether spelling profiles could be established in the DLD population. This study comprised three groups: a typically developing (TD)…
Descriptors: Spelling, French, Language Acquisition, Error Patterns
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Kelly, Rachel; O'Malley, Mary-Pat; Antonijevic, Stanislava – Child Language Teaching and Therapy, 2018
Difficulty with social communication is the most pervasive difficulty experienced by individuals with high-functioning autism spectrum disorder (HF-ASD). Communication difficulties are often magnified in adolescence as social demands become more intricate. This puts adolescents with HF-ASD at increased risk of social isolation and depression, as…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Interpersonal Communication
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Heikkilä, Jenni; Lonka, Eila; Meronen, Auli; Tuovinen, Sisko; Eronen, Raija; Leppänen, Paavo H. T.; Richardson, Ulla; Ahonen, Timo; Tiippana, Kaisa – Child Language Teaching and Therapy, 2018
We developed a computerized audiovisual training programme for school-aged children with specific language impairment (SLI) to improve their phonological skills. The programme included various tasks requiring phonological decisions. Spoken words, pictures, letters and written syllables were used as training material. Spoken words were presented…
Descriptors: Phonological Awareness, Language Impairments, Foreign Countries, Children
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Sundström, Simon; Löfkvist, Ulrika; Lyxell, Björn; Samuelsson, Christina – Child Language Teaching and Therapy, 2018
Children with hearing impairment (HI) are at an increased risk of developing speech and language problems similar to those of children with developmental language disorder (DLD), including difficulties with phonology and grammar. This study investigated similarities and differences in phonological and grammatical production between children with…
Descriptors: Developmental Delays, Language Impairments, Syntax, Task Analysis
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Shahmahmood Toktam, Maleki; Zahra, Soleymani; AliPasha, Meysami; Ali, Mashhadi; Shahin, Nematzadeh – Child Language Teaching and Therapy, 2018
Deficits in working memory (WM) have been reported repeatedly in children with primary language impairment (PLI) and may significantly contribute to the language difficulties that are experienced by these children. However, interventional studies within the field regarding the cross-domain effects between working memory and language are limited,…
Descriptors: Intervention, Language Impairments, Outcomes of Treatment, Short Term Memory
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Joseph, Laurice M. – Child Language Teaching and Therapy, 2018
The purpose of this study was to examine the effects of word boxes on the phoneme segmentation, word identification, and spelling performance of a sample of children with autism. Three children with autism were selected on the basis of similar performance on early literacy skills as measured by the Dynamic Indicators of Basic Early Literacy Skills…
Descriptors: Autism, Children, Phonemes, Word Recognition
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Mäkinen, Leena; Soile, Loukusa; Ilaria, Gabbatore; Sari, Kunnari – Child Language Teaching and Therapy, 2018
This three-year follow-up study investigated the associations of narrative and reading skills in typically developing Finnish children. Twenty children performed narrative retelling and story generation tasks twice, at five and eight years of age. Reading comprehension and word recognition tests were performed at the age of eight. Narratives were…
Descriptors: Foreign Countries, Story Telling, Reading Comprehension, Word Recognition
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White, Sarah; Spencer, Sarah – Child Language Teaching and Therapy, 2018
Many speech and language therapy (SLT) services have limited capacity for providing school-based input. Some offer commissioned SLT input, to enhance the service provided by the UK National Health Service (NHS), giving schools the option to increase the amount and scope of SLT intervention. This two-tiered model of service provision is relatively…
Descriptors: Speech Therapy, Health Services, Models, Intervention
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King, Diane; Palikara, Olympia – Child Language Teaching and Therapy, 2018
Language abilities in adolescents with autism spectrum disorders (ASDs) are variable and can be challenging to ascertain with confidence. This study aimed to compare and evaluate different forms of language assessment: standardized language testing, narrative analysis and parent/teacher reports. 14 adolescents with ASD and 14 typically developing…
Descriptors: Adolescents, Autism, Pervasive Developmental Disorders, Language Skills
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Calder, Samuel D; Claessen, Mary; Leitão, Suze – Child Language Teaching and Therapy, 2018
Children with Developmental Language Disorder are likely to experience difficulties with morphosyntax, especially regular past tense marking. Few studies have evaluated the effectiveness of intervention to improve morphosyntax in young school-aged children with DLD. This study investigated the efficacy of combined explicit and implicit…
Descriptors: Developmental Disabilities, Language Impairments, Morphology (Languages), Syntax
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