Clinical Issues: Making Evidence-Based Decisions About Language Intervention With Primary Grade Children

2006 ◽  
Vol 13 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Ronald B. Gillam ◽  
Sandra P. Laing
Keyword(s):  
Language Intervention ◽  
Primary Grade ◽  
Evidence Based ◽  
Clinical Issues

Examining the Echolalia Literature: Where Do Speech-Language Pathologists Stand?

2015 ◽  
Vol 24 (4) ◽  
pp. 750-762 ◽  
Author(s):  
Lillian N. Stiegler
Keyword(s):  
Autism Spectrum Disorders ◽  
Behavioral Intervention ◽  
Autism Spectrum ◽  
Review Article ◽  
Language Intervention ◽  
Common Element ◽  
Evidence Based ◽  
Speech Language Pathologists ◽  
Significant Disagreement ◽  
Spectrum Disorders

Purpose Echolalia is a common element in the communication of individuals with autism spectrum disorders. Recent contributions to the literature reflect significant disagreement regarding how echolalia should be defined, understood, and managed. The purpose of this review article is to give speech-language pathologists and others a comprehensive view of the available perspectives on echolalia. Method Published literature from the disciplines of behavioral intervention, linguistics, and speech-language intervention is discussed. Special areas of focus include operational definitions, rationales associated with various approaches, specific procedures used to treat or study echolalic behavior, and reported conclusions. Conclusions Dissimilarities in the definition and understanding of echolalia have led to vastly different approaches to management. Evidence-based practice protocols are available to guide speech-language interventionists in their work with individuals with autism spectrum disorders.

Language Modeling as an Efficacious Early Language Intervention Approach With Young Children Demonstrating Complex Communication Needs

2009 ◽  
Vol 18 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Patti Solomon-Rice ◽  
Gloria Soto
Keyword(s):  
Young Children ◽  
Clinical Intervention ◽  
Language Modeling ◽  
Language Intervention ◽  
Evidence Based ◽  
Complex Communication Needs ◽  
Communication Partner ◽  
Aided Aac ◽  
Communication Needs ◽  
Communication Partner Training

Abstract This article highlights evidence supporting the efficacy of adult language modeling and child imitation, including use of aided AAC modeling, during language intervention with young children demonstrating complex communication needs. First, four evidence-based language intervention approaches that incorporate adult language modeling and child imitation with young children demonstrating language delays are described. Second, two additional evidence-based language intervention approaches that incorporate aided AAC modeling during communication partner training, and direct clinical intervention with young children using aided AAC are further discussed. The article concludes with suggestions for strategies to use during language intervention with young children who use aided AAC.

scholarly journals Parent-Implemented Hanen Program It Takes Two to Talk®: An Exploratory Study in Spain

2021 ◽  
Vol 18 (15) ◽  
pp. 8214
Author(s):  
Nuria Senent-Capuz ◽  
Inmaculada Baixauli-Fortea ◽  
Carmen Moret-Tatay
Keyword(s):  
Social Communication ◽  
Clinical Management ◽  
Exploratory Study ◽  
Evidence Based Practice ◽  
Language Intervention ◽  
Evidence Based ◽  
Expressive Vocabulary ◽  
Late Talkers ◽  
The Social ◽  
Communication Difficulties

Parent-implemented interventions are a highly common approach for enhancing communication and linguistic abilities of late talkers, involving a population that shows a small expressive vocabulary in the absence of other deficits that could explain it. This study aimed to compare the outcomes of a parent-implemented language intervention, It Takes Two to Talk®—The Hanen Program® for Parents (ITTT), to a clinician-directed therapy. Participants were 17 families and their late-talking children: 10 families took part in ITTT and 7 in the clinician-directed modality. The outcomes in the social communication domain were more favorable for the ITTT group, but there were no significant differences between groups as regards vocabulary and syntax. In terms of parents, the research focused on examining if there were significant changes in parents’ stress and their perceptions of their children’s communication abilities. No differences were observed in the level of stress. In contrast, the group that received the ITTT program significantly altered their perceptions of their children’s communication difficulties in comparison with the clinician-directed therapy. These results have implications in the clinical management of late-talking children, and they are discussed in terms of evidence-based practice.

Update on Early Speech and Language Intervention for Children With Craniofacial Conditions

2016 ◽  
Vol 1 (5) ◽  
pp. 50-58
Author(s):  
Nancy J. Scherer
Keyword(s):  
Early Intervention ◽  
Young Children ◽  
Parent Training ◽  
Language Intervention ◽  
Current Evidence ◽  
Evidence Based ◽  
Speech And Language ◽  
Early Speech ◽  
Structure Parent

This article discusses the current evidence for early intervention for children with craniofacial conditions. The article describes the evidence-based intervention approaches, strategies, and parent training options to support language and speech outcomes in young children with clefts. Use of coaching to structure parent training is discussed.

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