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Auteur Lisa M. D. ARCHIBALD
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Documents disponibles écrits par cet auteur (3)
Faire une suggestion Affiner la rechercheCognitive and linguistic effects of narrative-based language intervention in children with Developmental Language Disorder / Laura J. PAULS in Autism & Developmental Language Impairments, 6 (January-December 2021)
Titre : Cognitive and linguistic effects of narrative-based language intervention in children with Developmental Language Disorder Type de document : texte imprimé Auteurs : Laura J. PAULS, Auteur ; Lisa M. D. ARCHIBALD, Auteur Article en page(s) : 23969415211015867 Langues : Anglais (eng) Mots-clés : Narrative intervention language impairment Developmental Language Disorders working memory impairment near transfer far transfer Index. décimale : PER Périodiques Résumé : Background and aimsNarrative-based language intervention provides a naturalistic context for targeting overall story structure and specific syntactic goals in children with Developmental Language Disorder (DLD). Given the cognitive demands of narratives, narrative-based language intervention also has the potential to positively impact related abilities such as working memory and academic skills.MethodsTen children (8–11 years old) with DLD completed 15 sessions of narrative-based language intervention.ResultsResults of single subject data revealed gains in language for five participants, four of whom improved on a probe tapping working memory. An additional four participants improved on a working memory probe only. On standardized measures, clinically significant gains were noted for one additional participant on a language measure and one additional participant on a visuospatial working memory. Carry over to reading was noted for three participants and to math for one participant. Across measures, gains in both verbal and visuospatial working memory were common. A responder analysis revealed that improvement in language may be associated with higher verbal short-term memory and receptive language at baseline. Those with working memory impairments were among those showing the fewest improvements across measures.ConclusionsNarrative-based language intervention impacted verbal skills in different ways across individual children with DLD.Implications: Further research is needed to gain an understanding of who benefits most from narrative-based language intervention. En ligne : http://dx.doi.org/10.1177/23969415211015867 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211015867[article] Cognitive and linguistic effects of narrative-based language intervention in children with Developmental Language Disorder [texte imprimé] / Laura J. PAULS, Auteur ; Lisa M. D. ARCHIBALD, Auteur . - 23969415211015867.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211015867
Mots-clés : Narrative intervention language impairment Developmental Language Disorders working memory impairment near transfer far transfer Index. décimale : PER Périodiques Résumé : Background and aimsNarrative-based language intervention provides a naturalistic context for targeting overall story structure and specific syntactic goals in children with Developmental Language Disorder (DLD). Given the cognitive demands of narratives, narrative-based language intervention also has the potential to positively impact related abilities such as working memory and academic skills.MethodsTen children (8–11 years old) with DLD completed 15 sessions of narrative-based language intervention.ResultsResults of single subject data revealed gains in language for five participants, four of whom improved on a probe tapping working memory. An additional four participants improved on a working memory probe only. On standardized measures, clinically significant gains were noted for one additional participant on a language measure and one additional participant on a visuospatial working memory. Carry over to reading was noted for three participants and to math for one participant. Across measures, gains in both verbal and visuospatial working memory were common. A responder analysis revealed that improvement in language may be associated with higher verbal short-term memory and receptive language at baseline. Those with working memory impairments were among those showing the fewest improvements across measures.ConclusionsNarrative-based language intervention impacted verbal skills in different ways across individual children with DLD.Implications: Further research is needed to gain an understanding of who benefits most from narrative-based language intervention. En ligne : http://dx.doi.org/10.1177/23969415211015867 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
Titre : SLP-educator classroom collaboration: A review to inform reason-based practice Type de document : texte imprimé Auteurs : Lisa M. D. ARCHIBALD, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsIncreasingly, speech language pathologists are engaging in collaborative classroom services with teachers and other educators to support children with developmental language disorder and other communication impairments. Recent systematic reviews have provided a summary of only a small fraction of the available evidence and recommended the use of reason-based practice in the absence of a sufficient empirically driven evidence base. The purpose of this paper was to provide a broad (but critical) review of the existing evidence.Main contributionPapers were gathered through review of reference lists in the recent systematic reviews and other published works, as well as general internet searches. A total of 49 papers were identified either reporting empirical evidence pertaining to SLP-educator collaborative classroom activities, empirical evidence pertaining to consultative services, classroom instruction, or small group intervention in the classroom, or providing information, discussion, surveys, or reviews related to the topic. Evidence pertaining to vocabulary, oral language, phonological awareness, curriculum-based language, and written language were summarized together with qualifications based on elements of the research design.Conclusion and implicationsAlthough much of the evidence must be interpreted with considerable caution, the present review is informative for clinicians looking to adopt a reason-based approach to practice. En ligne : https://doi.org/10.1177/2396941516680369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Autism & Developmental Language Impairments > 2 (January-December 2017)[article] SLP-educator classroom collaboration: A review to inform reason-based practice [texte imprimé] / Lisa M. D. ARCHIBALD, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 2 (January-December 2017)
Index. décimale : PER Périodiques Résumé : Background and aimsIncreasingly, speech language pathologists are engaging in collaborative classroom services with teachers and other educators to support children with developmental language disorder and other communication impairments. Recent systematic reviews have provided a summary of only a small fraction of the available evidence and recommended the use of reason-based practice in the absence of a sufficient empirically driven evidence base. The purpose of this paper was to provide a broad (but critical) review of the existing evidence.Main contributionPapers were gathered through review of reference lists in the recent systematic reviews and other published works, as well as general internet searches. A total of 49 papers were identified either reporting empirical evidence pertaining to SLP-educator collaborative classroom activities, empirical evidence pertaining to consultative services, classroom instruction, or small group intervention in the classroom, or providing information, discussion, surveys, or reviews related to the topic. Evidence pertaining to vocabulary, oral language, phonological awareness, curriculum-based language, and written language were summarized together with qualifications based on elements of the research design.Conclusion and implicationsAlthough much of the evidence must be interpreted with considerable caution, the present review is informative for clinicians looking to adopt a reason-based approach to practice. En ligne : https://doi.org/10.1177/2396941516680369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
