Communication Outcomes For Children Research Articles

EMT en Español Para Autismo: A Collaborative Communication Intervention Approach and Single Case Design Pilot Study.

The primary purpose of the current pilot study was to test the effects of an adapted and collaborative intervention model with a systematic teaching approach on Latina Spanish-speaking caregivers' use of EMT en Español Para Autismo strategies with their young children on the autism spectrum. A multiple baseline across behaviors single case design was replicated across two dyads. A series of family interviews and a direct therapist-child intervention phase supported individualization of the intervention. Families were provided speech generating devices as part of their children's intervention protocol. Caregivers were taught to use EMT en Español Para Autismo strategies with aided language input. Strategies included contingent target-level and proximal target-level language modeling, linguistic expansions, and communication elicitations. Secondary variables measured included generalization of strategy use to unsupported interactions and at a 2-month follow-up, child communication outcomes, and social validity. There was a strong functional relation for one dyad between the adapted and collaborative intervention and caregiver use of EMT strategies. The functional relation was weakened by behavioral covariation for the other dyad. Children increased the quantity and diversity of their communication during the study. Caregivers generalized their use of most EMT strategies and reported most aspects of the approach to be socially valid. The current study provides an initial demonstration of an effective model for adaptation and individualization of naturalistic developmental behavioral interventions for Latino Spanish-speaking families with children on the autism spectrum.

Telepractice Delivery of an Autism Communication Intervention Program to Parent Groups

BackgroundSocial communication is a core challenge for children with autism and research confirms that early intervention positively impacts developmental outcomes. Families often experience barriers when accessing early intervention such as service availability, cost, and geographical location. Telepractice intervention has been used effectively with individual families to help overcome service barriers and to assist service access. This research investigated an expanded telepractice approach involving delivery of a manualized communication intervention to groups of parents. The research evaluated parent and child communication outcomes following participation in a telepractice-delivered, Hanen More Than Words (HMTW) group program. MethodA single case experimental design involving a multiple-baseline-across-groups was implemented with 11 mother–child dyads. Quantitative analyses investigated both parent and child interactive communication behaviours during baseline, intervention, and post-intervention research phases. ResultsResults demonstrated improved parental responsiveness and increased child social communication behaviour following participation in the telepractice-delivered HMTW. Changes in parent and child communication behaviour were maintained during the post-intervention phase. ConclusionsThe results support the application of telepractice for delivering a group-based early intervention training program. Expanding telepractice service delivery from individual to group-based intervention has the potential to increase service choice for families and to mitigate service access barriers.

Shared Storybook Intervention for Children with Complex Physical, Cognitive and Sensory Needs Who Use Partner-Assisted Scanning

ABSTRACT This research examined an evidence based dialogic shared reading strategy which incorporated aided language modelling and increased communication partner responsiveness with two children with complex physical, cognitive, and sensory needs (CPCSN) who use auditory plus visual partner assisted scanning (PAS) to access a Pragmatic Organised Dynamic Display (PODD) communication book. The dialogic reading strategy prompted the communication partner to comment on the story, invite a communication turn, and respond contingently to the child. A case study design was employed, and data were collected via child and adult communication frequency measures, field notes, observations, and a semi-structured interview with the children’s teacher. Overall, the results indicated a positive effect on the children’s communication skills, both within the intervention sessions and the classroom. This included increases in turn taking, initiations, efficiency, and conveying meaning. Shared storybook interventions that include strategies such as aided language stimulation, responsiveness and wait time can support the communication outcomes of children with CPCSN who use PAS.

A Parent-Implemented Shared-Reading Intervention to Promote Communication Skills of Preschoolers with Autism Spectrum Disorder

In the current study, we examined the effect of a parent-implemented early communication intervention during shared book reading. Three mothers of children with autism spectrum disorder were trained and coached to use a set of reading techniques and evidenced-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay). Using a multiple-baseline design across behaviors, the following three components were examined: (a) the mothers' use of reading techniques with fidelity, (b) the mothers' rate and fidelity in using the three naturalistic teaching strategies, and (c) the children's communication outcomes. After training and coaching, the mothers used the reading techniques and naturalistic teaching strategies with high fidelity. The children initiated more communicative acts upon their mothers' use of time delay.

Clinician Proposed Predictors of Spoken Language Outcomes for Minimally Verbal Children with Autism Spectrum Disorder.

Our aim was to explore insights from clinical practice that may inform efforts to understand and account for factors that predict spoken language outcomes for children with Autism Spectrum Disorder who use minimal verbal language. We used a qualitative design involving three focus groups with 14 speech pathologists to explore their views and experiences. Using the Framework Method of analysis, we identified 9 themes accounting for 183 different participant references to potential factors. Participants highlighted the relevance of clusters of fine-grained social, communication, and learning behaviours, including novel insights into prelinguistic vocal behaviours. The participants suggested the potential value of dynamic assessment in predicting spoken language outcomes. The findings can inform efforts to developing clinically relevant methods for predicting children's communication outcomes.

Text messaging as an enhancement to home visiting: Building parents’ capacity to improve child language-learning environments

The amount and quality of language-related interactions young children experience is related to their later development. The field has developed strategies to address this need, but in practice, parents rarely use them consistently or with high levels of fidelity. Given the need to modify such interventions so that they are used consistently and with fidelity, the purpose of this study was to evaluate whether text messaging used as an enhancement to the Promoting Communication Tools for Advancing Language in Kids (PC TALK) intervention would result in improvements in parent engagement in a home visiting program, parent fidelity of use of the Promoting Communication (PC) strategies, and child language outcomes. Standard analyses of differences associated with group assignment to text messaging versus a control group did not reveal differences in outcomes; however, secondary analyses within the text messaging group were conducted to determine whether unplanned variations in the number of text messages sent were related to parent engagement, parent strategy use, and consequently, child language outcomes. A greater number of PC strategy-focused text messages and the total number of text messages sent were associated with increases in parent engagement and parent fidelity of implementation of the PC strategies. Text messaging had an indirect effect on child communication outcomes via parent fidelity. Social validity data and implications for practice from these findings are discussed.

Communication outcomes of children with hearing loss enrolled in programs implementing different educational approaches: A systematic review

Following the diagnosis of hearing loss in a child, parents are required to make a number of important decisions, including the type of educational approach to adopt in intervention. Many professionals hold strong biases about the various educational approaches, which can make it difficult for parents to make informed decisions. A systematic review was conducted to address two main aims. First, to examine the communication outcomes of children with hearing loss enrolled in programs that follow an auditory-oral, auditory-verbal, total communication, simultaneous communication, or a bilingual–bicultural approach. Second, to investigate whether there are differences in outcomes for children enrolled in different programs. A systematic search of peer-reviewed journal articles published in English between 2000 and 2014 was conducted in five electronic databases. Additional articles were identified by perusing the reference lists of selected papers. A total of 835 records were retrieved through the systematic search. After screening of full-text papers, 14 articles reporting on 10 studies were selected for inclusion in the review and assessed with a critical appraisal tool. Data synthesis indicated that communication outcomes in children with hearing loss are highly variable, and evidence regarding the impact of different educational approaches on outcomes is inconclusive. It is important that professionals talk to parents about the uncertainties related to child outcomes, as well as discuss the possible advantages and disadvantages of each educational approach. The review highlights the need to make recommendations for educational approach based on the needs and goals of individual families, rather than being influenced by ideologies.

Focus on the Communication Outcomes of Children Under Six (FOCUS)

Focus on the Communication Outcomes of Children Under Six (FOCUS)

Linguistic Input, Electronic Media, and Communication Outcomes of Toddlers With Hearing Loss

The objectives of this study were to examine the quantity of adult words, adult-child conversational turns, and electronic media in the auditory environments of toddlers who are hard of hearing (HH) and to examine whether these factors contributed to variability in children's communication outcomes. Participants were 28 children with mild to severe hearing loss. Full-day recordings of children's auditory environments were collected within 6 months of their second birthdays by using Language ENvironment Analysis technology. The system analyzes full-day acoustic recordings, yielding estimates of the quantity of adult words, conversational turns, and electronic media exposure in the recordings. Children's communication outcomes were assessed via the receptive and expressive scales of the Mullen Scales of Early Learning at 2 years of age and the Comprehensive Assessment of Spoken Language at 3 years of age. On average, the HH toddlers were exposed to approximately 1400 adult words per hour and participated in approximately 60 conversational turns per hour. An average of 8% of each recording was classified as electronic media. However, there was considerable within-group variability on all three measures. Frequency of conversational turns, but not adult words, was positively associated with children's communication outcomes at 2 and 3 years of age. Amount of electronic media exposure was negatively associated with 2-year-old receptive language abilities; however, regression results indicate that the relationship was fully mediated by the quantity of conversational turns. HH toddlers who were engaged in more conversational turns demonstrated stronger linguistic outcomes than HH toddlers who were engaged in fewer conversational turns. The frequency of these interactions was found to be decreased in households with high rates of electronic media exposure. Optimal language-learning environments for HH toddlers include frequent linguistic interactions between parents and children. To support this goal, parents should be encouraged to reduce their children's exposure to electronic media.

EHDI Pediatric Audiology Link to Services: National Directory Will Launch Later This Year

You have accessThe ASHA LeaderFeature1 Jun 2011EHDI Pediatric Audiology Link to Services: National Directory Will Launch Later This Year Anne OylerMA, CCC-A Anne Oyler Google Scholar More articles by this author , MA, CCC-A https://doi.org/10.1044/leader.FTR3.16062011.5 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In http://www.asha.org/Publications/leader/2011/110517/EHDI-Pediatric-Audiology-Link-to-Services--National-Directory-Will-Launch-Later-This-Year.htm Early identification and treatment of hearing loss greatly improves speech, language, and communication outcomes for children who are born with hearing loss. Currently, 97% of babies born in the United States are screened for hearing loss shortly after birth. For infants who fail the hospital hearing screenings, the Joint Committee on Infant Hearing (JCIH) recommends a comprehensive diagnostic hearing test by 3 months of age and the initiation of intervention by 6 months of age if hearing loss is confirmed. Meeting the JCIH goals of early and timely diagnosis and management of hearing loss requires that families be connected to appropriate audiology services. Unfortunately, families often have difficulty finding facilities that have the appropriate equipment and expertise they are seeking. Providing diagnostic and hearing technology services to children younger than age 5 requires very specialized knowledge, skills, and equipment. To help families identify appropriate pediatric audiology facilities, a group of early hearing detection and intervention (EHDI) experts began working in 2009 to conceptualize a national web-based directory for pediatric audiology facilities. The group comprises representatives from a number of organizations, including ASHA, the American Academy of Audiology, JCIH, National Center for Hearing Assessment and Management, Directors of Speech and Hearing Programs in State Health and Welfare Agencies (DSHPSHaWA) and the Centers for Disease Control, as well as several parents of children with hearing loss. The group developed a comprehensive survey with the assistance of the ASHA Surveys and Information team. The survey is designed to collect detailed information about pediatric audiology facilities and the types of services they offer. The survey is being piloted; plans include readiness for widespread dissemination by the end of 2011. The ultimate goal is a comprehensive, user-friendly, online tool that will help guide and educate families and professionals as they search for the pediatric audiology services they need. The EHDI Pediatric Audiology Link to Services (PALS) Directory will be populated with facilities that employ licensed audiologists and have the appropriate equipment to carry out the pediatric services they provide. The EHDI PALS Directory will not and cannot guarantee the quality of services provided; however, the survey questions are based on best practice and will allow for a standardization of information across states. Additionally, each state will have the opportunity to note those facilities that have met state approval, if such approval exists. Additional details will be available as the launch date approaches. The EHDI PALS Directory is a significant, collaborative effort with the potential for great success. Author Notes associate director of audiology professional practices, can be reached at [email protected]. Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 16Issue 6June 2011 Get Permissions Add to your Mendeley library History Published in print: Jun 1, 2011 Metrics Downloaded 44 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2011 American Speech-Language-Hearing AssociationLoading ...

Maternal Responsivity Predicts Language Development in Young Children With Fragile X Syndrome

The relationship between early maternal responsivity and later child communication outcomes in young children with fragile X syndrome was investigated. Data were obtained from 55 mother-child dyads over a 36-month period. Performance data were obtained at each measurement point from video observations of four different contexts. These were coded for (a) child communication behaviors, (b) parent responsivity, and (c) behavior management behaviors. Results indicate that early maternal responsivity predicts the level of four important child language outcomes at 36 months of age after controlling for child developmental level and autism symptomology.

Children With Cochlear Implants: A Review of Demographics and Communication Outcomes

Children with severe to profound hearing loss in the United States are diverse in their racial-ethnic backgrounds, comorbid disabilities, socioeconomic levels, and communication modalities. The present article addresses demographic variables and communication outcomes of children with cochlear implants by means of a review of longitudinal studies published from 2000 through 2007. Information gathered from these reports reflects several trends over the years. Chi-square testing, however, revealed that two large samples chosen from the review failed to conform to an expected population profile for demographic diversity. This literature review and synthesis provides a body of evidence that should be useful for cochlear implant educators, clinicians, and researchers in determining the relevance of previous outcomes to individuals and groups who differ from those reported, and in devising suggestions for increased efforts to represent children of diverse backgrounds in investigations of implant outcomes.

Communication outcomes of children with permanent hearing loss developing speaking and signing concurrently: A review

Children with permanent hearing loss may communicate using either signed or spoken language individually, or in combination. The decision about which means of communication a child with permanent hearing loss will use is complex. To inform this process, a systematic literature review was conducted to determine the extent to which concurrent access to and use of spoken and signed language influences children's development of spoken or signed language skills commensurate with their non-verbal abilities. Searches of databases were conducted to locate studies published between January 1995 and November 2006. Four relevant studies were located but they were not designed to address the review's aim. Whilst a meta-narrative analysis indicated that children encouraged to concurrently develop spoken and signed language acquired both spoken and signed language, the relationships between these could not be isolated. Thus, it appears that there is little empirical evidence to inform this decision about which means of communication means to use. Consequently families need to consider their preferences along with professional expertise. Further, the unique needs of children acquiring signed and spoken communication systems concurrently need to be reflected in the service delivery models available.

Enhancing Generalized Teaching Strategy Use in Daily Routines by Parents of Children With Autism

The purpose of this study was to examine the effects of facilitating generalized use of teaching strategies by parents of children with autism within daily routines. Five preschool children with autism participated in intervention with a parent within daily routines in the family's home. Parents learned to include 2 teaching strategies in target routines to address their child's communication objectives. Parent-child interactions in routines were videotaped for data coding and analysis. Proactive programming of generalization occurred by systematic selection of intervention routines and by embedding intervention in multiple routines. Generalization data were collected by measuring strategy use in untrained routines. A multiple baseline design across teaching strategies was used to assess experimental effects. All parents demonstrated proficient use of teaching strategies and generalized their use across routines. The intervention had positive effects on child communication outcomes. All parents perceived the intervention to be beneficial. Results from this study add to the limited body of evidence supporting parent-implemented interventions in natural environments with young children with autism spectrum disorder. Additional research that replicates this approach with children of varying ages and disabilities and families with diverse characteristics is needed to support the generality of these findings.

Effects of Embedding Caregiver-Implemented Teaching Strategies in Daily Routines on Children's Communication Outcomes

Effects of instructing caregivers to implement teaching strategies within daily routines were investigated using a multiple baseline design across caregiver strategies and participants. Four toddlers with developmental delays participated in intervention conducted by their primary caregiver within the family's preferred play routines. To assess generalization, caregiver teaching strategy use was observed during other caregiving and outdoor play routines. Caregiver strategy use increased subsequent to instruction within indoor play routines. Generalization to other routines, however, was limited in three of the four dyads. All four children demonstrated gains in communication objectives and test scores across multiple developmental domains improved. This study demonstrates the viability of teaching caregivers to embed effective teaching strategies within daily routines to improve the communication skills of toddlers.