scholarly journals Effects of a Story Grammar Intervention With Repeated Retells for English Learners With Language Impairments

2018 ◽  
Vol 40 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Rhonda D. Miller ◽  
Vivian I. Correa ◽  
Antonis Katsiyannis
Keyword(s):  
English Learners ◽  
Single Case ◽  
Language Impairments ◽  
Oral Narrative ◽  
Future Research ◽  
Syntactic Complexity ◽  
Story Grammar ◽  
Complexity Measures ◽  
Narrative Skills ◽  
Multiple Probe

This study investigated the effects of a narrative intervention that employed repeated story retells and a Story Grammar Marker on the oral narrative skills of Spanish-speaking English learners with language impairments. Four third- and fourth-grade students participated in the study. Using a single-case multiple probe across participants design, the authors measured three dependent variables: narrative organization skills, narrative productivity, and syntactic complexity. As a result of the intervention, stories became more cohesive and scores for narrative organization increased by approximately 7 points from baseline to intervention across participants. Smaller effects for narrative complexity and syntactic complexity measures were noted. Implications for future research and for practice are provided.

scholarly journals Initiation and Generalization of Self-Instructed Video Activity Schedules for Elementary Students With Intellectual Disability

2018 ◽  
Vol 53 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Sally B. Shepley ◽  
Amy D. Spriggs ◽  
Mark D. Samudre ◽  
Emily C. Sartini
Keyword(s):  
Intellectual Disability ◽  
Elementary Students ◽  
Single Case ◽  
The Self ◽  
Future Research ◽  
Activity Schedules ◽  
Activity Schedule ◽  
Independent Variable ◽  
Self Instruction ◽  
Multiple Probe

This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization of the self-instruction behavior to novel environments. All participants acquired the self-instruction behavior in their target environments. One participant generalized this behavior to a novel environment by the completion of the study, and the other three participants required introduction of the independent variable (PTD) to master acquisition in the two generalization environments. Implications for practitioners and suggestions for effective programming of generalization in future research are discussed.

scholarly journals Effect of Speaker’s Fatigue on Features of Spoken Discourse

2020 ◽  
Vol 7 (3) ◽  
pp. 78-88
Author(s):  
Mariya Khudyakova ◽  
Keyword(s):  
Discourse Analysis ◽  
Language Impairments ◽  
Syntactic Complexity ◽  
Complexity Measures ◽  
Spoken Discourse ◽  
Common Features ◽  
Multiple Characteristics ◽  
Fundamental Research ◽  
Crucial Part ◽  
Different Levels

In clinical linguistics, spoken discourse analysis is a crucial part of diagnostics as well as fundamental research of speech produced by people with various language impairments. The most common features for assessment are speech fluency, speech failures, errors, and syntactic complexity measures. However, several studies have shown that some of these parameters can be affected by fatigue or physical stress. Our study on narrative and procedural spoken discourse by healthy speakers with different levels of fatigue has shown a significant effect of fatigue level on speech tempo, and the elicitation task significantly affected multiple characteristics of spoken discourse

The Efficacy of Collaborative Referencing Intervention in Chronic Aphasia: A Mixed-Methods Study

2020 ◽  
pp. 1-18
Author(s):  
Suma R. Devanga ◽  
Martha Sherrill ◽  
Julie A. Hengst
Keyword(s):  
Mixed Methods ◽  
Rating Scale ◽  
Treatment Effectiveness ◽  
Single Case ◽  
Social Validity ◽  
Current Phase ◽  
Future Research ◽  
Positive Treatment ◽  
Chronic Aphasia ◽  
Multiple Probe

Purpose The feasibility of a collaborative referencing intervention (CRI) for adults with chronic aphasia has been documented in two descriptive case studies (Devanga, 2014; Hengst et al., 2010, 2008). The current Phase II mixed-methods treatment study replicates the CRI with four additional participants (using interpretive research) and investigates how it impacts a traditional measure, participants' confrontational naming abilities, outside of game play (using multiple-probe single-case experimental design). Method Four adults with chronic aphasia participated in the study composed of (a) three preparatory sessions, (b) five baseline sessions, (c) 15 CRI sessions with five treatment probes, and (d) six maintenance sessions. A collaborative confrontation naming (CCN) probe (i.e., dependent variable) was administered in each baseline, treatment probe, and maintenance session. Each CRI session (i.e., independent variable) consisted of a photo-matching game with participant and clinician partner taking alternative turns identifying and matching personally relevant treatment cards. CCN probes were scored using a multidimensional rating scale. Fidelity and social validity were also assessed. Results Replication of the CRI showed successful and consistent referential learning in all four participant pairs. The multiple-probe analysis of CCN revealed a positive treatment effect on naming in three participants indicating that the CRI was efficacious. High fidelity was maintained throughout the study. Social validity interviews revealed positive outcomes and significant impacts of treatment on the participants' lives. Conclusion The CRI demonstrates strong clinical implications for adults with chronic aphasia. Future research exploring the treatment effectiveness and the implementation to a variety of clinical settings is warranted.

scholarly journals Oral narrative skills of late talkers at ages 8 and 9

2002 ◽  
Vol 23 (1) ◽  
pp. 1-21 ◽  
Author(s):  
JOAN MANHARDT ◽  
LESLIE RESCORLA
Keyword(s):  
Picture Book ◽  
Specific Area ◽  
Narrative Structure ◽  
Language Delay ◽  
Oral Narrative ◽  
Typically Developing ◽  
Factor Scores ◽  
Story Grammar ◽  
Narrative Skills ◽  
Late Talkers

This study compared the oral narrative skills of 31 school-aged children diagnosed at 24 to 31 months with expressive language delay (late talkers) with those of 23 typically developing peers. Based upon an extensively studied picture-book task, Frog, Where are You?, narratives were elicited from all participants both at age 8 and age 9. At age 9, children were asked to tell the story again and to increase their references to evaluative information (characters' emotions, character speech, and causal explanations of events; “supported” telling condition). Groups were compared on Syntax, Story Grammar, Cohesion, and Evaluative Information factor scores derived from the narrative measures. Children with histories of early language delay obtained lower Syntax, Story Grammar, and Evaluative Information factor scores than typically developing peers for each of their three narrative productions. The late talkers scored in the average range at age 8 on the Clinical Evaluation of Language Fundamentals–Revised (CELF-R), but their scores were significantly lower than those of the comparison peers. When the group differences on the Story Grammar factor were reanalyzed with the CELF-R score as a covariate, the late talkers demonstrated weaknesses in story grammar skills independent of the variance accounted for by their weaker general language skills. This suggests that the use of narrative structure may be a specific area of underachievement for late talkers, in addition to their continuing weakness in syntactic and lexical abilities, relative to typically developing peers from the same SES background.

scholarly journals The development of narrative skills in monolingual Swedish-speaking children aged 4 to 9: a longitudinal study

2021 ◽  
pp. 1-14
Author(s):  
Josefin LINDGREN
Keyword(s):  
Longitudinal Study ◽  
Oral Narrative ◽  
Story Comprehension ◽  
Syntactic Complexity ◽  
Story Structure ◽  
Narrative Skills

Abstract This longitudinal study investigated the development of oral narrative skills in monolingual Swedish-speaking children (N = 17). The MAIN Cat/Dog stories were administered at four timepoints between age 4 and 9. Different narrative aspects were found to develop differently. In story comprehension, the children performed high already at T1 (4;4) and were at ceiling at T2 (5;10), whereas story structure developed significantly until T4 (9;4). Narrative length and syntactic complexity reached a plateau at T3 (7;4). Referent introduction was not mastered until T4. The results suggest that general conclusions regarding the development of narrative skills depend on the specific aspects studied.

The Effects of Technology Supports on Community Grocery Shopping Skills for Students With Intellectual and Developmental Disabilities: A Meta-Analysis

2021 ◽  
pp. 016264342198997
Author(s):  
Sojung Jung ◽  
Ciara Ousley ◽  
David McNaughton ◽  
Pamela Wolfe
Keyword(s):  
Developmental Disabilities ◽  
Positive Impact ◽  
Single Case ◽  
Effect Sizes ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Positive Effects ◽  
Analytic Review ◽  
Wide Range ◽  
The Impact

In this meta-analytic review, we investigated the effects of technology supports on the acquisition of shopping skills for students with intellectual and developmental disabilities (IDD) between the ages of 5 and 24. Nineteen single-case experimental research studies, presented in 15 research articles, met the current study’s inclusion criteria and the What Works Clearinghouse (WWC) standards. An analysis of potential moderators was conducted, and we calculated effect sizes using Tau-U to examine the impact of age, diagnosis, and type of technology on the reported outcomes for the 56 participants. The results from the included studies provide evidence that a wide range of technology interventions had a positive impact on shopping performance. These positive effects were seen for individuals across a wide range of ages and disability types, and for a wide variety of shopping skills. The strongest effect sizes were observed for technologies that provided visual supports rather than just auditory support. We provide an interpretation of the findings, implications of the results, and recommended areas for future research.

scholarly journals Effects of an Interview Article Writing Intervention Using Class-wide SNS on Writing Abilities and Self-Esteem of Students With Intellectual Disabilities and Peers’ Attitudes

2018 ◽  
Vol 34 (1) ◽  
pp. 27-40
Author(s):  
Zihyun Lim ◽  
Suk-Hyang Lee
Keyword(s):  
Middle School Students ◽  
Intellectual Disabilities ◽  
Writing Skills ◽  
Self Esteem ◽  
Future Research ◽  
Writing Intervention ◽  
School Students ◽  
Baseline Design ◽  
Students With Intellectual Disabilities ◽  
Multiple Probe

This study was to investigate the effects of a process-based approach to writing interview articles using class-wide social network site (SNS) on the writing abilities and self-esteem of middle school students with intellectual disabilities. It also aimed at investigating these effects on attitudes of the students’ peers who were interviewed. A multiple probe baseline design across participants was employed to assess the writing abilities of three students with intellectual disabilities. A one-group pre- and posttest design was used to examine the changes in the attitudes of peers toward the students with intellectual disabilities. The intervention improved the writing abilities of the three participants along with increases of their self-esteem. The participants’ peers in the inclusive classrooms also showed positive changes in their attitudes toward the students with intellectual disabilities. This study has significance in that teaching interview article writing using class-wide SNS was effective not only in promoting the writing skills of students with intellectual disabilities but in improving their peers’ attitudes toward them. Implications and directions for future research are discussed.

scholarly journals Innovation and cross-functional teams

2018 ◽  
Vol 24 (1/2) ◽  
pp. 84-105 ◽  
Author(s):  
Daniel Marasquini Stipp ◽  
Márcio Lopes Pimenta ◽  
Daniel Jugend
Keyword(s):  
Single Case ◽  
Field Research ◽  
Incremental Innovation ◽  
Future Research ◽  
Content Type ◽  
The Public ◽  
Tax Management ◽  
Functional Teams ◽  
Practical Implications

Purpose The aim of this paper is to characterize how innovation may happen through cross-functional teams (CFT) in an organization of the public sector. Design/methodology/approach A case study helped to characterize several behavior patterns, team structures and respective links with generating innovation in internal processes and public answering contexts. Findings The results highlight that formal-temporary teams present a higher capacity to generate incremental innovation in products, whereas permanent-informal teams have a higher capacity to generate innovation in the internal processes and public answering contexts. Research limitations/implications The limitations of this research relate to the fact that this is a single case study, and although it is an important case to examine innovation and CFTs, by its very nature, it is not possible to extend and generalize the obtained data to other organizations. The evaluation of its propositions was merely qualitative, and future research is needed to validate its characteristics. Practical implications Several settings of CFTs are presented, as well as their ability to generate different types of innovation, such as the computerization of documents, petitions and papers, which decreases the time to answer the taxpayer. Moreover, CFTs can help to create products, such as computer programs that can be used not only locally but also in several public organizations related to tax management. Originality/value The field research provides the perceptions of the respondents regarding CFT characteristics that can lead to specific types of innovation, as well as the types of products or services that can be generated by these processes.

Building Professionals’ Capacity: The Cascading Coaching Model

2021 ◽  
pp. 109830072110392
Author(s):  
Moon Y. Chung ◽  
James D. Lee ◽  
Hedda Meadan ◽  
Michelle M. Sands ◽  
Ban Sleiman Haidar
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Family Engagement ◽  
Functional Relation ◽  
Professional Organizations ◽  
Probe Design ◽  
Intervention Package ◽  
Coaching Model ◽  
Behavior Analysts ◽  
Multiple Probe

The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relation between the CoCarePD and BCBAs’ use of coaching practices.

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