Measuring Clinician–Client Relationships in Speech-Language Treatment for School-Age Children

2017 ◽  
Vol 26 (1) ◽  
pp. 146-152 ◽  
Author(s):  
Kerry Danahy Ebert
Keyword(s):  
Convergent Validity ◽  
Treatment Success ◽  
Reliability And Validity ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathology ◽  
Treatment Progress ◽  
Client Relationships ◽  
Client Relationship ◽  
Language Pathology

Purpose Clinician–client relationships may influence treatment success in speech-language pathology, but there are no established tools for measuring these relationships. This study describes the development and application of a set of scales for assessing clinician–client relationships in children's speech-language treatment. Method Twenty-two triads of participants completed a longitudinal study. Each triad had 1 school-age child enrolled in speech-language treatment, 1 caregiver, and 1 speech-language pathologist (SLP). The clinician–client relationship scales were administered to all 3 types of participants at study onset and again 2 weeks later. Treatment progress measures were collected 4 months later. Analyses established the reliability and validity of the clinician–client relationship scales. Results Adequate internal consistency reliability and test–retest reliability were established for all 3 versions of the scale (child, caregiver, and SLP). Convergent validity was moderate between SLPs and children but lower when caregivers were included. Predictive validity analyses established significant relationships between caregiver and SLP ratings of the clinician–client relationship and future treatment progress. Conclusions This exploratory study established the viability of the clinician–client relationship scales for further development and application. The importance of establishing and utilizing measures of the clinician–client relationship in speech-language pathology is discussed.

scholarly journals The Efficacy of Telehealth-Delivered Speech and Language Intervention for Primary School-Age Children: A Systematic Review.

2017 ◽  
Vol 9 (1) ◽  
pp. 55-70 ◽  
Author(s):  
Danielle Wales ◽  
Leisa Skinner ◽  
Melanie Hayman
Keyword(s):  
Systematic Review ◽  
Primary School ◽  
School Age Children ◽  
Rural Children ◽  
School Age ◽  
Speech Language Pathology ◽  
Language Pathology ◽  
Rigorous Study ◽  
Primary School Age ◽  
Study Designs

The purpose of this article is to determine if telehealth-delivered speech-language pathology interventions are as effective as traditional in-person delivery for primary school-age children with speech and/or language difficulties. A systematic review was conducted (in accordance with PRISMA guidelines) using five databases, two journals and reference lists. Titles and abstracts were screened for inclusion, with relevant studies reviewed in full-text. Initial searches identified 132 articles. Following exclusion of non-relevant studies, seven articles remained for inclusion. Results revealed both telehealth and in-person participants made significant and similar improvements when treatment effects were measured through five of the six outcome measures. Findings showed there is limited but promising evidence to support telehealth for delivering speech-language pathology intervention services to school-age children. Whilst this is encouraging, particularly for rural children where in-person services are limited, more rigorous study designs are required to support the efficacy of telehealth for this population.

Systems-Based Approaches to Speech-Language Pathology Service Delivery for School Age Children

2020 ◽  
pp. 113-136
Author(s):  
RaMonda Horton
Keyword(s):  
Service Delivery ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathology ◽  
School Based ◽  
Language Pathology ◽  
Culture Environment ◽  
Culture And Development ◽  
The Relationship

This chapter will provide readers with an overview of how a systems-based approach can be used to understand the relationship between culture, environment, language, and disability. It will identify a useful model of ecology, culture, and development that can and should be considered in conjunction with the WHO-ICF framework to guide service delivery in school-based settings. This chapter will also provide an overview of systems-based approaches that can be used when working with children from traditionally marginalized backgrounds. Finally, a case study example will be used to provide guidance on the application of systems-based approaches to service delivery for children in school-based settings.

School-Age Children and Adolescents

1995 ◽  
Vol 26 (4) ◽  
pp. 320-325 ◽  
Author(s):  
Marilyn A. Nippold
Keyword(s):  
Language Development ◽  
Children And Adolescents ◽  
Language Use ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathology ◽  
Normative Database ◽  
Current Trends ◽  
Language Pathology ◽  
Word Definition

Word definition, as it is usually examined, is a prime example of decontextualized language use. Current trends in speech-language pathology emphasize the use of contextualized activities for assessing language development, and increasingly view decontextualized activities as outmoded. Word definition, however, should represent an exception to this trend, particularly with respect to school-age children and adolescents. This article describes various types of word definitions, explains the importance of the ability to define words, and reviews the growth of word definition during the school-age and adolescent years. It also offers suggestions for expanding the normative database for this sophisticated semantic ability.

scholarly journals Development and Validation of a Measure of Attachment Disorders Based on DSM-5 Criteria: The Early TRAuma-Related Disorders Questionnaire (ETRADQ)

Assessment ◽  
2020 ◽  
pp. 107319112098176
Author(s):  
Sebastien Monette ◽  
Chantal Cyr ◽  
Miguel M. Terradas ◽  
Sophie Couture ◽  
Helen Minnis ◽  
...  
Keyword(s):  
Social Engagement ◽  
Convergent Validity ◽  
Reliability And Validity ◽  
Reactive Attachment Disorder ◽  
School Age Children ◽  
School Age ◽  
Attachment Disorders ◽  
Attachment Disorder ◽  
Social And Emotional ◽  
Early Trauma

Background: A review of the scientific literature showed few valid tools for assessing reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED), two diagnostic entities traditionally grouped under “attachment disorders.” The Early TRAuma-related Disorders Questionnaire (ETRADQ), a caregiver report, was developed to assess attachment disorders in school-age children based on the Diagnostic and Statistical Manual of Mental Disorders–Fifth edition criteria. This study sought to validate this instrument. Method: Caregivers of school-age children from the community ( n = 578) and caregivers of at-risk children adopted or in out-of-home care ( n = 245) completed a sociodemographic questionnaire, the ETRADQ, the Relationship Problem Questionnaire, the RADA ( RAD and DSED Assessment) interview, and the Barkley Functional Impairment Scale for Children and Adolescents. Results: Confirmatory factor analysis of the ETRADQ items supported the expected organization of the measure, that is, two second-order factors and five subfactors: (1) RAD scale (three subscales: Low selective attachment, Low social and emotional responsiveness, Emotional unpredictability) and (2) DSED scale (two subscales: Interactions with unfamiliar adults, Social disinhibition). All scales showed excellent internal consistency, test–retest reliability, convergent validity, and known-group validity. Conclusions: Results support the reliability and validity of the ETRADQ.

Cultural/Linguistic Variation in the United States and its Implications for Assessment and Intervention in Speech-Language Pathology

1996 ◽  
Vol 27 (4) ◽  
pp. 345-346 ◽  
Author(s):  
Rosemary Quinn ◽  
Brian Goldstein ◽  
Elizabeth D. Peña
Keyword(s):  
United States ◽  
Linguistically Diverse ◽  
The United States ◽  
School Age Children ◽  
Effective Practices ◽  
Clinical Implications ◽  
School Age ◽  
Speech Language Pathology ◽  
Related Literature ◽  
Language Pathology

This clinical forum focuses on effective practices in assessment and intervention for culturally/linguistically diverse preschool and school-age children. The contributors are innovative scholars who have published and presented their work nationally within recent years, and, in some cases, over many years. For each topic, the related literature and theories are integrated with practice through recommendations for intervention and discussions of clinical implications.

Are mothers’ protective attachment strategies related to their children’s strategies?

2017 ◽  
Vol 22 (3) ◽  
pp. 358-377 ◽  
Author(s):  
Patricia M Crittenden ◽  
Katrina Robson ◽  
Alison Tooby ◽  
Charles Fleming
Keyword(s):  
Treatment Success ◽  
Adult Attachment Interview ◽  
Psychosocial Treatment ◽  
School Age Children ◽  
School Age ◽  
Age Assessment ◽  
Preschool Assessment ◽  
Mother And Child ◽  
Children's Strategies ◽  
Attachment Strategies

Aims: We explored the relation between mothers’ protective attachment strategies and those of their school-age children. Methods: In total, 49 child–mother dyads participated in a short longitudinal study when the children were 5.5 and 6.0 years old. Their strategies were first assessed with the Preschool Assessment of Attachment (PAA) and then with the School-age Assessment of Attachment (SAA). Mothers were assessed with the Adult Attachment Interview (AAI). The Dynamic-Maturational Model of Attachment and Adaptation (DMM) was used to classify the assessments. Results: The validity and precision of the DMM-AAI were supported: Mothers’ AAI classifications were related to their referral group (normative or clinical) and measures of stress and distress. The DMM categories were more associated with risk than the Ainsworth categories. Types A, C and A/C were differentiated by trauma, triangulation and depression. Mothers’ and children’s protective attachment strategies were related, with B mothers having B children and A or C mothers having children using the same or opposite strategy. Children whose classification changed from the PAA to the SAA had mothers with complex traumas. Conclusion: When psychosocial treatment is needed, knowing whether mother and child use the same or different strategies and whether mothers have complex trauma can affect treatment success.

Measurement properties of the Physical Literacy Assessment for Youth (PLAY) Tools

2020 ◽  
Author(s):  
Hilary Ann Toccacelli Caldwell ◽  
Natascja A Di Cristofaro ◽  
John Cairney ◽  
Steven R Bray ◽  
Brian W. Timmons
Keyword(s):  
Internal Consistency ◽  
Convergent Validity ◽  
Measurement Properties ◽  
School Age Children ◽  
School Age ◽  
Literacy Assessment ◽  
Physical Literacy ◽  
Rater Reliability ◽  
Method Of Evaluation ◽  
Acceptable Internal Consistency

The Physical Literacy Assessment for Youth (PLAY) Tools are a suite of tools to assess an individual’s physical literacy. The purpose of this study is to examine the psychometric properties of the PLAY Tools, including inter-rater reliability, internal consistency, validity and the associations between the tools. In this study, 218 children and youth (8.4- to- 13.7-years old) and a parent/ guardian completed the appropriate physical literacy assessments (i.e., PLAYbasic, PLAYfun, PLAYparent and PLAYself) and the Bruiniks-Oseretsky Test of Motor Proficiency (BOT-2). Inter-rater reliability for PLAYfun was excellent (ICC=0.94). The PLAYbasic, PLAYfun total, running and object control scores, and PLAYparent motor competence domain were higher in males than females, and PLAYfun locomotor skills were lower in males than females (p<0.05). Age was positively correlated with PLAYbasic and PLAYfun (r=0.14-0.32, p<0.05). BOT-2 was positively correlated with PLAYfun and PLAYbasic (r=0.19-0.59, p<0.05). PLAYbasic is a significant predictor of PLAYfun (R<sup>2</sup>=0.742, p<0.001). PLAYfun, PLAYparent and PLAYself were moderately correlated with one another. PLAYfun, PLAYparent and PLAYself demonstrated acceptable internal consistency (α=0.74-0.87, ω=0.73-0.87). The PLAY Tools demonstrated moderate associations between one another, strong inter-rater reliability and good construct and convergent validity. Continued evaluation of these tools with other populations, such as adolescents, is necessary. •In school-age children, the PLAY Tools demonstrated strong inter-rater reliability, moderate associations with one another, acceptable internal consistency and good construct and convergent validity.•The results suggest that that PLAY Tools are an acceptable method of evaluation for physical literacy in school-age children.

Reliability and validity of the Spanish version of the Children's Sleep Habits Questionnaire (CSHQ-SP) in school-age children

2016 ◽  
Vol 42 (5) ◽  
pp. 675-682 ◽  
Author(s):  
L. Lucas-de la Cruz ◽  
V. Martínez-Vizcaino ◽  
C. Álvarez-Bueno ◽  
N. Arias-Palencia ◽  
M. Sánchez-López ◽  
...  
Keyword(s):  
Reliability And Validity ◽  
Spanish Version ◽  
School Age Children ◽  
School Age ◽  
Sleep Habits ◽  
Children’S Sleep Habits Questionnaire ◽  
Children’S Sleep

Motor-Free Visual Perception Test — Revised: An Overview and Critique

2003 ◽  
Vol 66 (4) ◽  
pp. 159-167 ◽  
Author(s):  
G Ted Brown ◽  
Sylvia Rodger ◽  
Aileen Davis
Keyword(s):  
Visual Perception ◽  
Clinical Utility ◽  
Reliability And Validity ◽  
Occupational Therapists ◽  
Children And Youth ◽  
Measurement Properties ◽  
School Age Children ◽  
Validity Evidence ◽  
School Age ◽  
Sound Measurement

Paediatric occupational therapists often assess and treat school-age children and youth presenting with visual perceptual dysfunction. It is, therefore, important that occupational therapists use visual perceptual instruments that possess sound measurement properties (such as validity, reliability, responsiveness and clinical utility). The Motor-Free Visual Perception Test – Revised (MVPT-R) is an instrument frequently used by paediatric occupational therapists. Clinicians need to be cognisant of the measurement properties of the assessments they use in order to provide the best level of care for the paediatric clients they serve. Therefore, a review and critique of the MVPT-R is presented. Even though the MVPT-R has been revised recently, little has been done to address issues related to its reliability and validity. Evidence of criterion-related validity and construct validity, in particular, is still lacking. The rationale for measuring motor-free visual perception is also not well developed and needs to be expanded in the MVPT-R manual. In addition, the issue of summing the scores from the five MVPT-R subscales is questionable. What the final MVPT-R summed score really measures in terms of a screening evaluation or diagnosis is also lacking. At this stage, this instrument should be used and interpreted by occupational therapists with caution.

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