scholarly journals Inferential language use by school-aged boys with fragile X syndrome: Effects of a parent-implemented spoken language intervention

2018 ◽  
Vol 72 ◽  
pp. 64-76 ◽  
Author(s):  
Sarah Nelson ◽  
Andrea McDuffie ◽  
Amy Banasik ◽  
Robyn Tempero Feigles ◽  
Angela John Thurman ◽  
...  
Keyword(s):  
Fragile X Syndrome ◽  
Language Use ◽  
Fragile X ◽  
Spoken Language ◽  
Language Intervention ◽  
Inferential Language

scholarly journals A Spoken-Language Intervention for School-Aged Boys With Fragile X Syndrome

2016 ◽  
Vol 121 (3) ◽  
pp. 236-265 ◽  
Author(s):  
Andrea McDuffie ◽  
Wendy Machalicek ◽  
Lauren Bullard ◽  
Sarah Nelson ◽  
Melissa Mello ◽  
...  
Keyword(s):  
Fragile X Syndrome ◽  
Parent Education ◽  
Fragile X ◽  
Single Case ◽  
Spoken Language ◽  
Language Intervention ◽  
Single Case Design ◽  
Lexical Diversity ◽  
Support Strategies ◽  
Wordless Picture Books

Abstract Using a single case design, a parent-mediated spoken-language intervention was delivered to three mothers and their school-aged sons with fragile X syndrome, the leading inherited cause of intellectual disability. The intervention was embedded in the context of shared storytelling using wordless picture books and targeted three empirically derived language-support strategies. All sessions were implemented through distance videoteleconferencing. Parent education sessions were followed by 12 weekly clinician coaching and feedback sessions. Data were collected weekly during independent homework and clinician observation sessions. Relative to baseline, mothers increased their use of targeted strategies, and dyads increased the frequency and duration of story-related talking. Generalized effects of the intervention on lexical diversity and grammatical complexity were observed. Implications for practice are discussed.

scholarly journals Distance delivery of a spoken language intervention for school-aged and adolescent boys with fragile X syndrome

2017 ◽  
Vol 21 (1) ◽  
pp. 48-63 ◽  
Author(s):  
Andrea McDuffie ◽  
Amy Banasik ◽  
Lauren Bullard ◽  
Sarah Nelson ◽  
Robyn Tempero Feigles ◽  
...  
Keyword(s):  
Fragile X Syndrome ◽  
Fragile X ◽  
Spoken Language ◽  
Language Intervention ◽  
Adolescent Boys ◽  
Distance Delivery

Providing a parent-implemented language intervention to a young male with fragile X syndrome: Brief Report

2014 ◽  
Vol 18 (1) ◽  
pp. 65-68 ◽  
Author(s):  
Ashley Oakes ◽  
Monica Ma ◽  
Andrea McDuffie ◽  
Wendy Machalicek ◽  
Leonard Abbeduto
Keyword(s):  
Fragile X Syndrome ◽  
Fragile X ◽  
Young Male ◽  
Language Intervention

Symbol Vocabulary and the Focus of Conversations

1992 ◽  
Vol 35 (6) ◽  
pp. 1333-1343 ◽  
Author(s):  
Lauren B. Adamson ◽  
Mary Ann Romski ◽  
Kim Deffebach ◽  
Rose A. Sevcik
Keyword(s):  
Mental Retardation ◽  
Language Use ◽  
Language Disability ◽  
Spoken Language ◽  
Language Intervention ◽  
Intervention Programs ◽  
Severe Mental Retardation ◽  
Early Language ◽  
Speech Output ◽  
Communication Devices

Communication devices designed to augment the language development of individuals with severe cognitive disabilities and little or no functional speech typically contain primarily nouns because they seem easiest to acquire and evaluate. In this study, the effect of a more diverse vocabulary was assessed. Systematic observations of the use of computerized speech-output devices by 12 youth with moderate or severe mental retardation and severe spoken language disability and by their partners were made over a 2-year period. Social-regulative symbols (e.g., "please," "I’m finished") were used as soon as they were introduced, and their availability expanded the focus of conversations both at home and at school. Implications for conceptualizing variation in early language use and for the design of language intervention programs are discussed.

Early Language Intervention Using Distance Video-Teleconferencing: A Pilot Study of Young Boys With Fragile X Syndrome and Their Mothers

2016 ◽  
Vol 25 (1) ◽  
pp. 46-66 ◽  
Author(s):  
Andrea McDuffie ◽  
Ashley Oakes ◽  
Wendy Machalicek ◽  
Monica Ma ◽  
Lauren Bullard ◽  
...  
Keyword(s):  
Fragile X Syndrome ◽  
Parent Education ◽  
Augmentative And Alternative Communication ◽  
Fragile X ◽  
Single Case ◽  
Relative Effectiveness ◽  
Language Intervention ◽  
Intervention Effects ◽  
Video Teleconferencing ◽  
Communication Device

Purpose This study examined the effects of a naturalistic parent-implemented language intervention on the use of verbally responsive language by mothers of 6 young boys with fragile X syndrome. The intervention included parent education sessions and clinician coaching delivered onsite and by distance video-teleconferencing. Method A single-case multiple baseline across participants was used to examine intervention effects on maternal use of language support strategies. A nonparametric analysis was used to evaluate the relative effectiveness of onsite compared with distance coaching sessions. Results Mothers increased their use of utterances that followed into their child's focus of attention and prompted child communication acts. Intervention effects were not observed for maternal contingent responses to child communication, possibly due to the limited number of spontaneous communication acts children produced. Children showed moderate increases in the use of prompted communication acts, whereas intervention effects on spontaneous communication acts were more modest and variable. Comparable increases in maternal strategy use were observed during onsite and distance sessions. Conclusions No previous study has examined a distance-delivered parent-implemented language intervention for young boys with fragile X syndrome. Mothers were able to increase their use of verbally responsive language. Intervention efficacy might be enhanced by incorporating an augmentative and alternative communication device for some children and a more concerted focus on increasing the frequency of child communication acts. Findings provide preliminary support for the efficacy of the distance delivery format.

Research on Reading: What SLPs Want (or Need) to Know

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

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