Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial / G. WEST in Journal of Child Psychology and Psychiatry, 62-12 (December 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1425-1434 Titre : Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : G. WEST, Auteur ; M. J. SNOWLING, Auteur ; A. LERVAG, Auteur ; E. BUCHANAN-WORSTER, Auteur ; M. DUTA, Auteur ; A. HALL, Auteur ; H. MCLACHLAN, Auteur ; C. HULME, Auteur Article en page(s) : p.1425-1434 Langues : Anglais (eng) Mots-clés : Child  Early Intervention, Educational  Humans  Language  Language Development Disorders  Language Tests  Schools  Rct  education Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20-week oral language intervention or a business-as-usual control group. All classes (N?=?5,879 children) in participating schools were screened by school staff using an automated App to assess children's oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group. RESULTS: Children receiving the NELI programme made significantly larger gains than the business-as-usual control group on a latent variable reflecting standardized measures of language ability (d?=?.26) and on the school-administered automated assessment of receptive and expressive language skills (d?=?.32). The effects of intervention did not vary as a function of home language background or gender. CONCLUSIONS: This study provides strong evidence for the effectiveness of a school-based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school-based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy. En ligne : http://dx.doi.org/10.1111/jcpp.13415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial [Texte imprimé et/ou numérique] / G. WEST, Auteur ; M. J. SNOWLING, Auteur ; A. LERVAG, Auteur ; E. BUCHANAN-WORSTER, Auteur ; M. DUTA, Auteur ; A. HALL, Auteur ; H. MCLACHLAN, Auteur ; C. HULME, Auteur . - p.1425-1434. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1425-1434 Mots-clés : Child  Early Intervention, Educational  Humans  Language  Language Development Disorders  Language Tests  Schools  Rct  education Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20-week oral language intervention or a business-as-usual control group. All classes (N?=?5,879 children) in participating schools were screened by school staff using an automated App to assess children's oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group. RESULTS: Children receiving the NELI programme made significantly larger gains than the business-as-usual control group on a latent variable reflecting standardized measures of language ability (d?=?.26) and on the school-administered automated assessment of receptive and expressive language skills (d?=?.32). The effects of intervention did not vary as a function of home language background or gender. CONCLUSIONS: This study provides strong evidence for the effectiveness of a school-based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school-based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy. En ligne : http://dx.doi.org/10.1111/jcpp.13415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

Editorial: Correlation and causation: to study causality in psychopathology / A. LERVAG in Journal of Child Psychology and Psychiatry, 60-6 (June 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-6 (June 2019) . - p.603-605 Titre : Editorial: Correlation and causation: to study causality in psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : A. LERVAG, Auteur Article en page(s) : p.603-605 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The desire to seek explanations and causal patterns is deeply embedded in human nature. This has long been acknowledged, and as early as 29 BC Virgil stated "Lucky is he who has been able to understand the causes of things" (Pearl & Mackenzie, 2018). Yet still, the science of causality is quite new, and has developed much more recently than for instance probability and significance testing (Pearl, 2018). However, during the last 10-15 years a new focus on causal inference has affected how scientists think in most empirical fields in a way that some even argue represents a causal revolution (Pearl, 2018). The increased understanding of the logic behind causal reasoning has also affected how we study psychopathological development. It is now well acknowledged that the complexity of development and developmental disorders means we require explanations on different levels, using different research designs. The articles in this issue illustrate this in various ways. En ligne : http://dx.doi.org/10.1111/jcpp.13074 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Editorial: Correlation and causation: to study causality in psychopathology [Texte imprimé et/ou numérique] / A. LERVAG, Auteur . - p.603-605. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-6 (June 2019) . - p.603-605 Index. décimale : PER Périodiques Résumé : The desire to seek explanations and causal patterns is deeply embedded in human nature. This has long been acknowledged, and as early as 29 BC Virgil stated "Lucky is he who has been able to understand the causes of things" (Pearl & Mackenzie, 2018). Yet still, the science of causality is quite new, and has developed much more recently than for instance probability and significance testing (Pearl, 2018). However, during the last 10-15 years a new focus on causal inference has affected how scientists think in most empirical fields in a way that some even argue represents a causal revolution (Pearl, 2018). The increased understanding of the logic behind causal reasoning has also affected how we study psychopathological development. It is now well acknowledged that the complexity of development and developmental disorders means we require explanations on different levels, using different research designs. The articles in this issue illustrate this in various ways. En ligne : http://dx.doi.org/10.1111/jcpp.13074 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

Editorial: Is there a core deficit in specific learning disabilities? / A. LERVAG in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.677-679 Titre : Editorial: Is there a core deficit in specific learning disabilities? Type de document : Texte imprimé et/ou numérique Auteurs : A. LERVAG, Auteur Article en page(s) : p.677-679 Langues : Anglais (eng) Mots-clés : Child  Developmental Disabilities  Dyscalculia/diagnosis  Dyslexia/diagnosis  Humans  Mathematics  Developmental disorders  dyscalculia  dyslexia  specific learning disabilities Index. décimale : PER Périodiques Résumé : Difficulties with learning mathematics and learning to read have for a long time been categorised into diagnostic categories like dyscalculia and dyslexia. This categorization has been based on ideas that some core deficits underlie and cause the difficulties. However, no clear and sufficient core deficit has been found for these difficulties and no qualitative differences has been identified distinguishing those assigned to the diagnoses from people not assigned to the diagnoses - thus, the diagnostic cut-offs are arbitrary. In addition, several of the factors associated with one disorder are also associated with other disorders. These issues favour a multi-factored view of the diagnoses that have implication for both clinical practice and research. En ligne : http://dx.doi.org/10.1111/jcpp.13434 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Editorial: Is there a core deficit in specific learning disabilities? [Texte imprimé et/ou numérique] / A. LERVAG, Auteur . - p.677-679. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.677-679 Mots-clés : Child  Developmental Disabilities  Dyscalculia/diagnosis  Dyslexia/diagnosis  Humans  Mathematics  Developmental disorders  dyscalculia  dyslexia  specific learning disabilities Index. décimale : PER Périodiques Résumé : Difficulties with learning mathematics and learning to read have for a long time been categorised into diagnostic categories like dyscalculia and dyslexia. This categorization has been based on ideas that some core deficits underlie and cause the difficulties. However, no clear and sufficient core deficit has been found for these difficulties and no qualitative differences has been identified distinguishing those assigned to the diagnoses from people not assigned to the diagnoses - thus, the diagnostic cut-offs are arbitrary. In addition, several of the factors associated with one disorder are also associated with other disorders. These issues favour a multi-factored view of the diagnoses that have implication for both clinical practice and research. En ligne : http://dx.doi.org/10.1111/jcpp.13434 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

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