Copyright - Cambridge University PressChildren with Down syndrome typically have weaknesses in oral language, but it has been suggested that this domain may benefit from learning to read. Amongst oral language skills, vocabulary is a relative strength, although there is some evidence of difficulties in learning the phonological form of spoken words. This study investigated the effect of orthographic support on spoken word learning with seventeen children with Down syndrome aged seven to sixteen years and twenty-seven typically developing children aged five to seven years matched for reading ability. Ten spoken nonwords were paired with novel pictures; for half the nonwords the written form was also present. The spoken word learning of both groups did not differ and benefited to the same extent from the presence of the written word. This suggests that compared to reading-matched typically developing children, children with Down syndrome are not specifically impaired in phonological learning and benefit equally from orthographic support. Copyright ?? 2012 Cambridge University Press
Background Introduced in June 2012, the phonics screening check aims to assess whether 6‐year‐old children are meeting an appropriate standard in phonic decoding and to identify children struggling with phonic skills. Aims We investigated whether the check is a valid measure of phonic skill and is sensitive in identifying children at risk of reading difficulties. Sample We obtained teacher assessments of phonic skills for 292 six‐year‐old children and additional psychometric data for 160 of these children. Methods Teacher assessment data were accessed from schools via the local authority; psychometric tests were administered by researchers shortly after the phonics screening check. Results The check was strongly correlated with other literacy skills and was sensitive in identifying at‐risk readers. So too were teacher judgements of phonics. Conclusions Although the check fulfils its aims, we argue that resources might be better focused on training and supporting teachers in their ongoing monitoring of phonics.
IntroductionInterventions using robot-assisted therapy may be beneficial for the social skills development of children with autism spectrum disorder (ASD); however, randomised controlled trials (RCTs) are lacking. The present research aims to assess the feasibility of conducting an RCT evaluating the effectiveness of a social skills intervention using Kinesics and Synchronisation in Personal Assistant Robotics (Kaspar) with children with ASD.Methods and analysisForty children will be recruited. Inclusion criteria are the following: aged 5–10 years, confirmed ASD diagnosis, IQ over 70, English-language comprehension, a carer who can complete questionnaires in English and no current participation in a private social communication intervention. Children will be randomised to receive an intervention with a therapist and Kaspar, or with the therapist only. They will receive two familiarisation sessions and six treatment sessions for 8 weeks. They will be assessed at baseline, and at 10 and 22 weeks after baseline. The primary outcome of this study is to evaluate whether the predetermined feasibility criteria for a full-scale trial are met. The potential primary outcome measures for a full-scale trial are the Social Communication Questionnaire and the Social Skills Improvement System. We will conduct a preliminary economic analysis. After the study has ended, a sample of 20 participants and their families will be invited to participate in semistructured interviews to explore the feasibility and acceptability of the study’s methods and intervention.Ethics and disseminationParents/carers will provide informed consent, and children will give assent, where appropriate. Care will be taken to avoid pressure or coercion to participate. Aftercare is available from the recruiting NHS Trust, and a phased withdrawal protocol will be followed if children become excessively attached to the robot. The results of the study will be disseminated to academic audiences and non-academic stakeholders, for example, families of children with ASD, support groups, clinicians and charities.Trial registration numberISRCTN registry (ISRCTN14156001); Pre-results.
Background Robot-mediated interventions show promise in supporting the development of children on the autism spectrum. Objectives In this systematic review and meta-analysis, we summarize key features of available evidence on robot-interventions for children and young people on the autism spectrum aged up to 18 years old, as well as consider their efficacy for specific domains of learning. Data sources PubMed, Scopus, EBSCOhost, Google Scholar, Cochrane Library, ACM Digital Library, and IEEE Xplore. Grey literature was also searched using PsycExtra, OpenGrey, British Library EThOS, and the British Library Catalogue. Databases were searched from inception until April (6th) 2021. Synthesis methods Searches undertaken across seven databases yielded 2145 articles. Forty studies met our review inclusion criteria of which 17 were randomized control trials. The methodological quality of studies was conducted with the Quality Assessment Tool for Quantitative Studies. A narrative synthesis summarised the findings. A meta-analysis was conducted with 12 RCTs. Results Most interventions used humanoid (67%) robotic platforms, were predominantly based in clinics (37%) followed home, schools and laboratory (17% respectively) environments and targeted at improving social and communication skills (77%). Focusing on the most common outcomes, a random effects meta-analysis of RCTs showed that robot-mediated interventions significantly improved social functioning (g = 0.35 [95%CI 0.09 to 0.61; k = 7). By contrast, robots did not improve emotional (g = 0.63 [95%CI -1.43 to 2.69]; k = 2) or motor outcomes (g = -0.10 [95%CI -1.08 to 0.89]; k = 3), but the numbers of trials were very small. Meta-regression revealed that age accounted for almost one-third of the variance in effect sizes, with greater benefits being found in younger children. Conclusions Overall, our findings support the use of robot-mediated interventions for autistic children and youth, and we propose several recommendations for future research to aid learning and enhance implementation in everyday settings. PROSPERO registration Our methods were preregistered in the PROSPERO database (CRD42019148981).
Accessible summary• It is important for people with intellectual disabilities to be involved in research about their health care.• Eight people working in the care sector were interviewed about their views about supporting people with intellectual disabilities to take part in research.• Care staff were positive about research but talked about things that may make it difficult for people with intellectual disabilities to take part in research.• We suggest some ideas that could help care staff and researchers to support people with intellectual disabilities to take part in research. AbstractBackground: Despite experiencing health inequalities, people with intellectual disabilities
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