scholarly journals Consensus on Terminology for Describing Child Language Interventions: A Delphi Study

2021 ◽  
Vol 64 (9) ◽  
pp. 3504-3519
Author(s):  
Deborah Denman ◽  
Jae-Hyun Kim ◽  
Natalie Munro ◽  
Renée Speyer ◽  
Reinie Cordier
Keyword(s):  
Delphi Study ◽  
Language Disorder ◽  
Child Language ◽  
Contemporary Literature ◽  
Language Intervention ◽  
Teaching Techniques ◽  
School Aged Children ◽  
Language Interventions ◽  
Consistent Application

Purpose Language intervention for children with language disorder may be effective; however, lack of detailed and consistent terminology for describing language interventions poses barriers for advancement within the field. This study aimed to develop consensus from speech-language pathologists (SLPs) in Australia on a taxonomy with terminology for describing language interventions for school-aged children and investigate SLPs' application of taxonomy terminology when describing child language interventions. Method A taxonomy with terms for describing interventions was developed with reference to contemporary literature and presented to clinicians and researchers with expertise in child language disorders in a three-round Delphi study. We asked Delphi participants to indicate agreement with the taxonomy or propose changes. Application of the taxonomy was investigated by asking participants to use taxonomy terminology to describe interventions presented in two case studies. Results The taxonomy consists of five aspects across which interventions may be described: modality/domain, purpose, delivery, form, and teaching techniques. Consensus on the taxonomy was established in both Round 1 (55 participants) and Round 2 (43 participants), with 100% of SLPs strongly agreeing or agreeing with the overall structure of the taxonomy and at least 87.3% of SLPs strongly agreeing or agreeing with each aspect. In Round 3 (32 participants), consensus was reached on 45/54 taxonomy categories (4/12 of the components) for Case Study 1 and 45/54 taxonomy categories (7/12 of the components) for Case Study 2. Conclusions Consensus on a taxonomy with terminology for describing language interventions represents a significant advancement in the field of child language intervention. Future actions may be needed to facilitate consistent application of taxonomy terms. Supplemental Material https://doi.org/10.23641/asha.16435290

scholarly journals Cultural and Linguistic Adaptations of Early Language Interventions: Recommendations for Advancing Research and Practice

2021 ◽  
pp. 1-23
Author(s):  
Lauren M. Cycyk ◽  
Stephanie De Anda ◽  
Heather Moore ◽  
Lidia Huerta
Keyword(s):  
Linguistically Diverse ◽  
Language Intervention ◽  
Culturally And Linguistically Diverse ◽  
Adaptation Process ◽  
Diverse Populations ◽  
Early Language ◽  
Speech Language Pathologists ◽  
Language Interventions ◽  
Early Language Intervention

Purpose Speech-language pathologists are responsible for providing culturally and linguistically responsive early language intervention services for legal, ethical, and economic reasons. Yet, speech-language pathologists face challenges in meeting this directive when children are from racial, ethnic, or linguistic backgrounds that differ from their own. Guidance is needed to support adaptation of evidence-based interventions to account for children's home culture(s) and language(s). This review article (a) describes a systematic review of the adaptation processes applied in early language interventions delivered to culturally and linguistically diverse populations in the current literature and (b) offers a robust example of an adaptation of an early language intervention for families of Spanish-speaking Mexican immigrant origin. Method Thirty-three studies of early language interventions adapted for culturally and linguistically diverse children ages 6 years and younger were reviewed. Codes were applied to describe to what extent studies document the purpose of the adaptation, the adaptation process, the adapted components, and the evaluation of the adapted intervention. Results Most studies specified the purpose of adaptations to the intervention evaluation, content, or delivery, which typically addressed children's language(s) but not culture. Study authors provided limited information about who made the adaptations, how, and when. Few studies detailed translation processes or included pilot testing. Only one used a comprehensive framework to guide adaptation. A case study extensively documents the adaptation process of the Language and Play Every Day en español program. Conclusions Future early language intervention adaptations should focus on both linguistic and cultural factors and include detailed descriptions of intervention development, evaluation, and replication. The case study presented here may serve as an example. Increased access to such information can support research on early language interventions for diverse populations and, ultimately, responsive service provision.

Caregivers' Perceptions of Speech-Language Pathologist Talk About Child Language and Literacy Disorders

2020 ◽  
Vol 29 (4) ◽  
pp. 2049-2067
Author(s):  
Karmen L. Porter ◽  
Janna B. Oetting ◽  
Loretta Pecchioni
Keyword(s):  
Language And Literacy ◽  
Collective Case Study ◽  
Study Approach ◽  
School Aged Children ◽  
Speech Language Pathologist ◽  
Therapy Goals ◽  
Semistructured Interviews ◽  
Types Of Information

Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.

The traceback method and the early constructicon: theoretical and methodological considerations

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Nikolas Koch ◽  
Stefan Hartmann ◽  
Antje Endesfelder Quick
Keyword(s):  
Language Acquisition ◽  
Case Studies ◽  
Child Language ◽  
Critical Evaluation ◽  
Methodological Choices ◽  
Corpus Data ◽  
Methodological Considerations ◽  
Language Corpus

AbstractUsage-based approaches assume that children’s early utterances are item-based. This has been demonstrated in a number of studies using the traceback method. In this approach, a small amount of “target utterances” from a child language corpus is “traced back” to earlier utterances. Drawing on a case study of German, this paper provides a critical evaluation of the method from a usage-based perspective. In particular, we check how factors inherent to corpus data as well as methodological choices influence the results of traceback studies. To this end, we present four case studies in which we change thresholds and the composition of the main corpus, use a cross-corpus approach tracing one child’s utterances back to another child’s corpus, and reverse and randomize the target utterances. Overall, the results show that the method can provide interesting insights—particularly regarding different pathways of language acquisition—but they also show the limitations of the method.

The prospects for pluralism in contract theory

Legal Studies ◽  
2021 ◽  
pp. 1-20
Author(s):  
Zhong Xing Tan
Keyword(s):  
Contract Theory ◽  
Practical Reasoning ◽  
Contemporary Literature ◽  
Contract Law ◽  
Macro Level ◽  
Meso Level ◽  
Specific Performance ◽  
Micro Level

Abstract This paper explores the promise of pluralism in the realm of contract law. I begin by identifying and rejecting conceptual strategies adopted by monistic and dualistic approaches. Turning towards pluralism, I evaluate three versions in contemporary literature: pluralism across contracting spheres and types, pluralism through consensus and convergence, and pluralism through localised values-balancing and practical reasoning. I suggest embracing some pluralism about contract pluralism, by using these models to construct a framework of ‘meta-pluralism’, where at the macro-level, we are concerned with plural spheres of contracting activity; at the meso-level, a variety of trans-substantive interpretive concepts that receive some measure of juristic consensus; and at the micro-level, practical reasoning through particularistic analysis of case-specific considerations. I illustrate the meta-pluralistic framework through a case study on the varieties of specific performance, and explain how the proposed pluralistic framework enriches our understanding of the nature of contract.

scholarly journals The Influence of Quantitative Intervention Dosage on Oral Language Outcomes for Children With Developmental Language Disorder: A Systematic Review and Narrative Synthesis

2021 ◽  
pp. 1-17
Author(s):  
Pauline Frizelle ◽  
Anna-Kaisa Tolonen ◽  
Josie Tulip ◽  
Carol-Anne Murphy ◽  
David Saldana ◽  
...  
Keyword(s):  
Oral Language ◽  
Language Disorder ◽  
Controlled Trial ◽  
Experimental Manipulation ◽  
Quantitative Aspect ◽  
Developmental Language Disorder ◽  
Dose Frequency ◽  
Language Interventions ◽  
Quasi Experimental ◽  
Language Measures

Purpose The aim of this study was to examine the degree to which quantitative aspects of dosage (dose, dose frequency, and total intervention duration) have been examined in intervention studies for children with developmental language disorder (DLD). Additionally, to establish the optimal quantitative dosage characteristics for phonology, vocabulary, and morphosyntax outcomes. Method This registered review (PROSPERO ID CRD42017076663) adhered to PRISMA guidelines. Search terms were included in seven electronic databases. We included peer-reviewed quasi-experimental, randomized controlled trial or cohort analytical studies, published in any language between January 2006 and May 2020. Included articles reported on participants with DLD ( M = 3–18 years); oral language interventions with phonology, vocabulary, or morphosyntax outcomes; and experimental manipulation or statistical analysis of any quantitative aspect of dosage. Studies were appraised using the Cochrane risk-of-bias tool. Results Two hundred forty-four articles reported on oral language interventions with children with DLD in the domains of interest; 13 focused on experimentally/statistically manipulating quantitative aspects of dosage. No article reported phonological outcomes, three reported vocabulary, and eight reported morphosyntax. Dose frequency was the most common characteristic manipulated. Conclusions Research is in its infancy, and significant further research is required to inform speech-language pathologists in practice. Dosage characteristics are rarely adequately controlled for their individual effects to be identified. Findings to date suggest that there is a point in vocabulary and morphosyntax interventions after which there are diminishing returns from additional dosage. If dose is high (number of learning opportunities within a session), then the literature suggests that session frequency can be reduced. Frequent, short sessions (2/3 × per week, approximately 2 min) and less frequent, long sessions (1 × per week, approximately 20 min) have yielded the best outcomes when composite language measures have been used; however, replication and further research are required before clinicians can confidently integrate these findings into clinical practice. Supplemental Material https://doi.org/10.23641/asha.13570934

scholarly journals A Quality Outcome Assessment of Learning Discrete Mathematics Course The Case of University Students

2007 ◽  
Vol 2 (1) ◽  
pp. 9-23
Author(s):  
Marn-Ling Shing ◽  
Chen-Chi Shing ◽  
Lee-Pin Shing ◽  
Lee-Hur Shing
Keyword(s):  
Information Technology ◽  
Outcome Assessment ◽  
Discrete Mathematics ◽  
Assessment Instruments ◽  
Quantitative Methodology ◽  
Teaching Techniques ◽  
Design Assessment ◽  
Assessment Of Learning ◽  
Information Technology Curriculum

Teaching a mathematics foundation course such as Discrete Mathematics for an information technology curriculum is always a challenge. The challenge may be identifying students  mathematical backgrounds early and then using different teaching techniques in the classroom. An even bigger challenge is that many topics have to be covered effectively in a short semester course. This paper provides a standard quantitative methodology for conducting an outcome assessment using Discrete Mathematics as a case study. It starts with creating an ABET accredited course outcome based on different learning levels. And then it shows how to design assessment instruments, how to determine the sample size, how to collect data and how to analyze and validate the data.

Motivating Adolescents to Participate in Literacy Intervention: A Case Example From Telepractice

2021 ◽  
pp. 1-15
Author(s):  
Ginger G. Collins
Keyword(s):  
Behavior Change ◽  
Self Determination Theory ◽  
Literacy Skills ◽  
Language Intervention ◽  
Self Determination ◽  
Literacy Intervention ◽  
Behavior Change Techniques ◽  
Language Interventions ◽  
And Behavior ◽  
Motivation To Participate

Purpose: Motivation declines as children reach adolescence. Poor motivation inhibits participation and engagement in language-based interventions. The purpose of this tutorial is to demonstrate how intervention can be designed to increase client motivation to participate while improving language-based literacy skills. Method: Motivation and behavior change techniques based on self-determination theory are presented, as are examples of how to integrate these techniques into contextualized language intervention with adolescent clients. Conclusion: Incorporating motivation and behavior change techniques into contextualized language interventions with adolescents promotes self-determination and motivation through satisfaction of their need for autonomy, relatedness, and competence while simultaneously addressing language-based literacy deficits.

scholarly journals “Oh This Learning, What a Thing It Is!”—Putting Sustainability First in Teaching Techniques and in Content

2018 ◽  
Vol 10 (8) ◽  
pp. 2803 ◽  
Author(s):  
Joanna Gusc ◽  
Coen Heijes
Keyword(s):  
Management Accounting ◽  
Participant Observation ◽  
Teaching Approach ◽  
Learning Approach ◽  
Teaching Techniques ◽  
University Level ◽  
The University ◽  
Masters Students ◽  
Academic Year

Although sustainability has become a strategic topic at many universities, working towards a learning approach in which sustainability is the fundament underlying and permeating the entire course is hardly straightforward. This paper is a case study on the development, the teaching, and the evaluation of one specific course that aims to achieve this. Based on (participant) observation, documents, and discussion with students and other stakeholders, we describe and analyze the results of the transformation of the course ‘advanced management accounting techniques’ for Masters students at the University of Groningen, in the academic year 2017–2018. We show how the course was transformed in a way to increase both a general, a business, and an accounting awareness of the importance of sustainability, while also applying a new teaching approach, namely lemniscate learning, to support this. Our course was the first in the faculty to make this transformation, and although the majority of the students were enthusiastic, the faculty staff was cautiously positive. In presenting our findings, we aim at supporting educators and other stakeholders at universities, by supplying a case study on the transformation of our course, and by scrutinizing the problems that we encountered, the feedback, both positive and negative, that we received, and the challenges that still face us, both on a course and a university level. Thus, we hope to be a source of inspiration and advice for others and to further advance our understanding of the dilemmas, practicalities, and challenges in working towards sustainability in teaching.

Stories from the Frontier: Bridging Past and Present at Hadrian’s Wall

2019 ◽  
Vol 11 (1) ◽  
pp. 139-160
Author(s):  
Claire Stocks
Keyword(s):  
Video Game ◽  
Similar Function ◽  
Pedagogical Tool ◽  
School Aged Children ◽  
Parallel Processes ◽  
The Past ◽  
Simulated Environment ◽  
Measuring Vessel ◽  
Hadrian's Wall

Abstract A corn modius, excavated in 1915 at Carvoran Roman fort, survives as an enduring testament to the memory sanctions applied to the emperor Domitian after his death. Domitian’s name has been hammered out, even though the rest of the engraved text – which reveals the capacity of this measuring vessel – has been preserved. Taking this case study as its springboard, this article reflects on how artefacts act as battlegrounds for the parallel processes of commemoration and censorship. It exemplifies, moreover, how a modern video-game for school-aged children which Stocks co-designed about Vindolanda, an Imperial-era Roman fort at Hadrian’s Wall, can serve a similar function. By translating the physical realities of that site into virtual images, and challenging players to solve a fictional murder mystery within this simulated environment, the game creates a new means through which students might be led into the past: it allows them to co-create history by selecting narrative paths and engaging intermedially with ancient Vindolanda. Far from being all ‘fun and games’, this process is especially effective as a pedagogical tool: players experience history not as readers, spectators, or listeners, but as visitors, endowed with first-person access to the stories and places of Britain’s Roman past.

scholarly journals The cognitive basis of dyslexia in school‐aged children: A multiple case study in a transparent orthography

2021 ◽  
Author(s):  
Agnieszka Dębska ◽  
Magdalena Łuniewska ◽  
Julian Zubek ◽  
Katarzyna Chyl ◽  
Agnieszka Dynak ◽  
...  
Keyword(s):  
Multiple Case Study ◽  
Transparent Orthography ◽  
School Aged Children ◽  
Multiple Case
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