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Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis / Laura M. JUSTICE in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
[article]
Titre : Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Hui JIANG, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur Article en page(s) : p.1668-1682 Langues : Anglais (eng) Mots-clés : Book-reading Caregiver interventions Early literacy Implementation science Language impairment Index. décimale : PER Périodiques Résumé : This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children. En ligne : http://dx.doi.org/10.1007/s10803-019-03925-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1668-1682[article] Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis [Texte imprimé et/ou numérique] / Laura M. JUSTICE, Auteur ; Jing CHEN, Auteur ; Hui JIANG, Auteur ; Sherine TAMBYRAJA, Auteur ; Jessica LOGAN, Auteur . - p.1668-1682.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1668-1682
Mots-clés : Book-reading Caregiver interventions Early literacy Implementation science Language impairment Index. décimale : PER Périodiques Résumé : This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children. En ligne : http://dx.doi.org/10.1007/s10803-019-03925-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial / Kelly BURGOYNE in Journal of Child Psychology and Psychiatry, 59-5 (May 2018)
[article]
Titre : Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Kelly BURGOYNE, Auteur ; R. GARDNER, Auteur ; H. WHITELEY, Auteur ; M. J. SNOWLING, Auteur ; C. HULME, Auteur Article en page(s) : p.545-555 Langues : Anglais (eng) Mots-clés : Language early literacy education motor skills parents randomised controlled trial Index. décimale : PER Périodiques Résumé : BACKGROUND: It is widely believed that increasing parental involvement can improve children's educational outcomes although we lack good evidence for such claims. This study evaluated the effectiveness of a parent-delivered early language enrichment programme. METHODS: We conducted a randomised controlled trial (RCT) with 208 preschool children and their parents living in socially diverse areas in the United Kingdom. Families were allocated to an oral language programme (N = 103) or an active control programme targeting motor skills (N = 105). Parents delivered the programmes to their child at home in daily 20-min sessions over 30 weeks of teaching. RESULTS: Children receiving the language programme made significantly larger gains in language (d = .21) and narrative skills (d = .36) than children receiving the motor skills programme at immediate posttest. Effects on language were maintained 6 months later (d = .34), and at this point, the language group also scored higher on tests of early literacy (d values=.35 and .42). There was no evidence that the movement programme improved motor skills. CONCLUSIONS: This study provides evidence for the effectiveness of a parent-delivered language enrichment programme. Further large-scale evaluations of the programme are needed to confirm and extend these findings. En ligne : http://dx.doi.org/10.1111/jcpp.12819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359
in Journal of Child Psychology and Psychiatry > 59-5 (May 2018) . - p.545-555[article] Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial [Texte imprimé et/ou numérique] / Kelly BURGOYNE, Auteur ; R. GARDNER, Auteur ; H. WHITELEY, Auteur ; M. J. SNOWLING, Auteur ; C. HULME, Auteur . - p.545-555.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 59-5 (May 2018) . - p.545-555
Mots-clés : Language early literacy education motor skills parents randomised controlled trial Index. décimale : PER Périodiques Résumé : BACKGROUND: It is widely believed that increasing parental involvement can improve children's educational outcomes although we lack good evidence for such claims. This study evaluated the effectiveness of a parent-delivered early language enrichment programme. METHODS: We conducted a randomised controlled trial (RCT) with 208 preschool children and their parents living in socially diverse areas in the United Kingdom. Families were allocated to an oral language programme (N = 103) or an active control programme targeting motor skills (N = 105). Parents delivered the programmes to their child at home in daily 20-min sessions over 30 weeks of teaching. RESULTS: Children receiving the language programme made significantly larger gains in language (d = .21) and narrative skills (d = .36) than children receiving the motor skills programme at immediate posttest. Effects on language were maintained 6 months later (d = .34), and at this point, the language group also scored higher on tests of early literacy (d values=.35 and .42). There was no evidence that the movement programme improved motor skills. CONCLUSIONS: This study provides evidence for the effectiveness of a parent-delivered language enrichment programme. Further large-scale evaluations of the programme are needed to confirm and extend these findings. En ligne : http://dx.doi.org/10.1111/jcpp.12819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359 Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial / Kelly BURGOYNE in Journal of Child Psychology and Psychiatry, 53-10 (October 2012)
[article]
Titre : Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Kelly BURGOYNE, Auteur ; Fiona J. DUFF, Auteur ; Paula J. CLARKE, Auteur ; Sue BUCKLEY, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Année de publication : 2012 Article en page(s) : p.1044-53 Langues : Anglais (eng) Mots-clés : Down syndrome early literacy intervention language phonological awareness RCT Index. décimale : PER Périodiques Résumé : Background: This study evaluates the effects of a language and literacy intervention for children with Down syndrome. Methods: Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two UK locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and after 40 weeks of intervention. Results: After 20 weeks of intervention, the intervention group showed significantly greater progress than the waiting control group on measures of single word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary. Effects did not transfer to other skills (nonword reading, spelling, standardised expressive and receptive vocabulary, expressive information and grammar). After 40 weeks of intervention, the intervention group remained numerically ahead of the control group on most key outcome measures; but these differences were not significant. Children who were younger, attended more intervention sessions, and had better initial receptive language skills made greater progress during the course of the intervention. Conclusions: A TA-delivered intervention produced improvements in the reading and language skills of children with Down syndrome. Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02557.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181
in Journal of Child Psychology and Psychiatry > 53-10 (October 2012) . - p.1044-53[article] Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial [Texte imprimé et/ou numérique] / Kelly BURGOYNE, Auteur ; Fiona J. DUFF, Auteur ; Paula J. CLARKE, Auteur ; Sue BUCKLEY, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - 2012 . - p.1044-53.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-10 (October 2012) . - p.1044-53
Mots-clés : Down syndrome early literacy intervention language phonological awareness RCT Index. décimale : PER Périodiques Résumé : Background: This study evaluates the effects of a language and literacy intervention for children with Down syndrome. Methods: Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two UK locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and after 40 weeks of intervention. Results: After 20 weeks of intervention, the intervention group showed significantly greater progress than the waiting control group on measures of single word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary. Effects did not transfer to other skills (nonword reading, spelling, standardised expressive and receptive vocabulary, expressive information and grammar). After 40 weeks of intervention, the intervention group remained numerically ahead of the control group on most key outcome measures; but these differences were not significant. Children who were younger, attended more intervention sessions, and had better initial receptive language skills made greater progress during the course of the intervention. Conclusions: A TA-delivered intervention produced improvements in the reading and language skills of children with Down syndrome. Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02557.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181 Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders / Elizabeth LANTER in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)
[article]
Titre : Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth LANTER, Auteur ; Daniel FREEMAN, Auteur ; Stephanie DOVE, Auteur Article en page(s) : p.14-25 Mots-clés : emergent literacy autism spectrum disorders print knowledge home literacy early literacy print awareness Index. décimale : PER Périodiques Résumé : A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD. En ligne : http://dx.doi.org/10.1177/1088357612459270 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191
in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.14-25[article] Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Elizabeth LANTER, Auteur ; Daniel FREEMAN, Auteur ; Stephanie DOVE, Auteur . - p.14-25.
in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.14-25
Mots-clés : emergent literacy autism spectrum disorders print knowledge home literacy early literacy print awareness Index. décimale : PER Périodiques Résumé : A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD. En ligne : http://dx.doi.org/10.1177/1088357612459270 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191