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Résultat de la recherche
4 recherche sur le mot-clé 'speech-language pathology'




Transdisciplinary Approach Practicum for Speech-Language Pathology and Special Education Graduate Students / Deborah WEISS in Journal of Autism and Developmental Disorders, 50-10 (October 2020)
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Titre : Transdisciplinary Approach Practicum for Speech-Language Pathology and Special Education Graduate Students Type de document : Texte imprimé et/ou numérique Auteurs : Deborah WEISS, Auteur ; Barbara COOK, Auteur ; Ruth EREN, Auteur Article en page(s) : p.3661-3678 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Collaborative teaming Implementation science Interprofessional collaboration Special education Speech-language pathology Transdisciplinary Index. décimale : PER Périodiques Résumé : Speech-language pathology and special education graduate student teams participated in an intensive summer practicum for social communication skills with children with autism spectrum disorders, utilizing a transdisciplinary approach that aligned to the frameworks utilized for implementation science. Questionnaires measuring transdisciplinary approach knowledge and comfort level were administered pre/post-practicum. Results of the questionnaires, written daily team reflections, course evaluations, and a focus group interview indicated an increase in all measures, including an increased knowledge of TA, increased understanding and comfort level with the other discipline, and a higher level of confidence and openness in working collaboratively utilizing a transdisciplinary approach. En ligne : http://dx.doi.org/10.1007/s10803-020-04413-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3661-3678[article] Transdisciplinary Approach Practicum for Speech-Language Pathology and Special Education Graduate Students [Texte imprimé et/ou numérique] / Deborah WEISS, Auteur ; Barbara COOK, Auteur ; Ruth EREN, Auteur . - p.3661-3678.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3661-3678
Mots-clés : Autism spectrum disorder Collaborative teaming Implementation science Interprofessional collaboration Special education Speech-language pathology Transdisciplinary Index. décimale : PER Périodiques Résumé : Speech-language pathology and special education graduate student teams participated in an intensive summer practicum for social communication skills with children with autism spectrum disorders, utilizing a transdisciplinary approach that aligned to the frameworks utilized for implementation science. Questionnaires measuring transdisciplinary approach knowledge and comfort level were administered pre/post-practicum. Results of the questionnaires, written daily team reflections, course evaluations, and a focus group interview indicated an increase in all measures, including an increased knowledge of TA, increased understanding and comfort level with the other discipline, and a higher level of confidence and openness in working collaboratively utilizing a transdisciplinary approach. En ligne : http://dx.doi.org/10.1007/s10803-020-04413-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Speech-Language Pathologist and Parent Perspectives on Speech-Language Pathology Services for Children With Autism Spectrum Disorders / Brenda L. BEVERLY in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)
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Titre : Speech-Language Pathologist and Parent Perspectives on Speech-Language Pathology Services for Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Brenda L. BEVERLY, Auteur ; L. Amanda MATHEWS, Auteur Année de publication : 2021 Article en page(s) : p.121-132 Langues : Anglais (eng) Mots-clés : autism spectrum disorders speech-language pathology language personnel preparation parent Index. décimale : PER Périodiques Résumé : Many speech-language pathologists (SLPs) are underprepared to serve children with autism spectrum disorders (ASDs), despite a growing need and increased expectation for ASD expertise. To understand this practice gap, 60 SLPs and 26 parents of children with ASDs were surveyed regarding SLP knowledge and competency. Of concern was that only about 50% of SLPs correctly identified ASD defining criteria. Respondents rated eight SLP practices as Important to Very Important, but SLPs reported being only Somewhat Competent to Competent. The parents? rating of SLP competency was significantly lower than parental ratings of importance for one educational practice, use of nonstandardized assessment and observational methods. Also, parents rated the development of the Individualized Education Program significantly higher in importance than SLPs rated it. Findings varied for ASD specialty subgroups. Results support socially valid improvements in preparation for SLPs on the frontlines of assessment, treatment, and development of health and educational systems for children with ASDs. En ligne : https://doi.org/10.1177/1088357620954380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446
in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.121-132[article] Speech-Language Pathologist and Parent Perspectives on Speech-Language Pathology Services for Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Brenda L. BEVERLY, Auteur ; L. Amanda MATHEWS, Auteur . - 2021 . - p.121-132.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.121-132
Mots-clés : autism spectrum disorders speech-language pathology language personnel preparation parent Index. décimale : PER Périodiques Résumé : Many speech-language pathologists (SLPs) are underprepared to serve children with autism spectrum disorders (ASDs), despite a growing need and increased expectation for ASD expertise. To understand this practice gap, 60 SLPs and 26 parents of children with ASDs were surveyed regarding SLP knowledge and competency. Of concern was that only about 50% of SLPs correctly identified ASD defining criteria. Respondents rated eight SLP practices as Important to Very Important, but SLPs reported being only Somewhat Competent to Competent. The parents? rating of SLP competency was significantly lower than parental ratings of importance for one educational practice, use of nonstandardized assessment and observational methods. Also, parents rated the development of the Individualized Education Program significantly higher in importance than SLPs rated it. Findings varied for ASD specialty subgroups. Results support socially valid improvements in preparation for SLPs on the frontlines of assessment, treatment, and development of health and educational systems for children with ASDs. En ligne : https://doi.org/10.1177/1088357620954380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 Augmentative and Alternative Communication and Speech Production for Individuals with ASD: A Systematic Review / E. N. WHITE in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
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Titre : Augmentative and Alternative Communication and Speech Production for Individuals with ASD: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : E. N. WHITE, Auteur ; Kevin M. AYRES, Auteur ; S. K. SNYDER, Auteur ; R. R. CAGLIANI, Auteur ; J. R. LEDFORD, Auteur Article en page(s) : p.4199-4212 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Child Communication Communication Aids for Disabled Humans Speech Speech-Language Pathology Augmentative and alternative communication Autism spectrum disorder Speech production Index. décimale : PER Périodiques Résumé : This review evaluated the effects of augmentative and alternative communication (AAC) on speech development in children with autism spectrum disorders (ASD); replicated, updated, and extended the systematic review by Schlosser and Wendt (American Journal of Speech-Language Pathology 17:212-230, 2008). Twenty-five single case design articles and three group design articles published between 1975 and May 2020 met inclusion criteria related to participant characteristics, intervention type, design, and visual analysis of dependent variable outcomes. Overall, AAC resulted in improved speech production; however, speech gains that did occur did not surpass AAC use. En ligne : http://dx.doi.org/10.1007/s10803-021-04868-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4199-4212[article] Augmentative and Alternative Communication and Speech Production for Individuals with ASD: A Systematic Review [Texte imprimé et/ou numérique] / E. N. WHITE, Auteur ; Kevin M. AYRES, Auteur ; S. K. SNYDER, Auteur ; R. R. CAGLIANI, Auteur ; J. R. LEDFORD, Auteur . - p.4199-4212.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4199-4212
Mots-clés : Autism Spectrum Disorder Child Communication Communication Aids for Disabled Humans Speech Speech-Language Pathology Augmentative and alternative communication Autism spectrum disorder Speech production Index. décimale : PER Périodiques Résumé : This review evaluated the effects of augmentative and alternative communication (AAC) on speech development in children with autism spectrum disorders (ASD); replicated, updated, and extended the systematic review by Schlosser and Wendt (American Journal of Speech-Language Pathology 17:212-230, 2008). Twenty-five single case design articles and three group design articles published between 1975 and May 2020 met inclusion criteria related to participant characteristics, intervention type, design, and visual analysis of dependent variable outcomes. Overall, AAC resulted in improved speech production; however, speech gains that did occur did not surpass AAC use. En ligne : http://dx.doi.org/10.1007/s10803-021-04868-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Impact of Social Communication Interventions on Infants and Toddlers With or At-Risk for Autism: A Systematic Review / Lindee J. MORGAN in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)
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[article]
Titre : Impact of Social Communication Interventions on Infants and Toddlers With or At-Risk for Autism: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Lindee J. MORGAN, Auteur ; Emily RUBIN, Auteur ; Jaumeiko J. COLEMAN, Auteur ; Tobi FRYMARK, Auteur ; Beverly P. WANG, Auteur ; Laura J. CANNON, Auteur Article en page(s) : p.246-256 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorder social communication pervasive developmental disorder speech-language pathology intervention Index. décimale : PER Périodiques Résumé : This is a systematic review of the impact of communication interventions on the social communication skills of infants and toddlers with or at-risk for autism spectrum disorder (ASD). A priori clinical questions accompanied by specific inclusion and exclusion criteria informed the extensive literature search that was conducted in multiple databases (e.g., PubMed). Twenty-six studies were accepted for this review. Outcomes were reported by social communication category (i.e., joint attention, social reciprocity, and language and related cognitive skills) and communication developmental stage (i.e., prelinguistic, emerging language). Primarily positive treatment effects were revealed in the majority of outcome categories for which social communication data were available. However, the presence of intervention and outcome measure heterogeneity precluded a clear determination of intervention effects. Future research should address these issues while also evaluating multiple outcomes and adding a strong family component designed to enhance child active engagement. En ligne : http://dx.doi.org/10.1177/1088357614539835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244
in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.246-256[article] Impact of Social Communication Interventions on Infants and Toddlers With or At-Risk for Autism: A Systematic Review [Texte imprimé et/ou numérique] / Lindee J. MORGAN, Auteur ; Emily RUBIN, Auteur ; Jaumeiko J. COLEMAN, Auteur ; Tobi FRYMARK, Auteur ; Beverly P. WANG, Auteur ; Laura J. CANNON, Auteur . - p.246-256.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.246-256
Mots-clés : autism autism spectrum disorder social communication pervasive developmental disorder speech-language pathology intervention Index. décimale : PER Périodiques Résumé : This is a systematic review of the impact of communication interventions on the social communication skills of infants and toddlers with or at-risk for autism spectrum disorder (ASD). A priori clinical questions accompanied by specific inclusion and exclusion criteria informed the extensive literature search that was conducted in multiple databases (e.g., PubMed). Twenty-six studies were accepted for this review. Outcomes were reported by social communication category (i.e., joint attention, social reciprocity, and language and related cognitive skills) and communication developmental stage (i.e., prelinguistic, emerging language). Primarily positive treatment effects were revealed in the majority of outcome categories for which social communication data were available. However, the presence of intervention and outcome measure heterogeneity precluded a clear determination of intervention effects. Future research should address these issues while also evaluating multiple outcomes and adding a strong family component designed to enhance child active engagement. En ligne : http://dx.doi.org/10.1177/1088357614539835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244