Assessment of Language Disorders in Children

McCauley, Rebecca J.

doi:10.4324/9781410605719

Cited by 41 publications

(53 citation statements)

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“…These descriptions are not constructed following any particular structure or framework and interventions are described at different levels, for example as programmes, activities or strategies or merely by referring to the resources that are used. Thus, the type of structure described by McCauley and Fey, 127 setting out goals, context, dosage, procedures, strategies, activities and monitoring processes, was not apparent in any coherent way although elements of the model were present. It therefore seems that SLTs could have used a structure such as that suggested by McCauley and Fey 127 to describe their interventions, but that they do not do so spontaneously.…”

Section: The Development Of a Typology Of Speech And Language Therapymentioning

confidence: 99%

“…More recently, McCauley and Fey 111 provided a description of seven processes involved in language intervention: the goals, the context, the agent, the dose, the procedures, the 'goal attack' strategy and finally the intervention activities. McCauley and Fey 111 suggest that using such a model allows practitioners to identify the constituent parts of an intervention and compare and contrast these across interventions. However, these models have not translated into a standard way of reporting interventions in the research literature.…”

Section: Introductionmentioning

confidence: 99%

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Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Roulstone

Marshall

Powell³

et al. 2015

Programme Grants Appl Res

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Coad J, et al. Evidence-based intervention for preschool children with primary speech and language impairments: Child Talkan exploratory mixed-methods study. Programme Grants Appl Res 2015;3(5). Programme Grants for Applied ResearchISSN 2050-4322 (Print) ISSN 2050-4330 (Online) This journal is a member of and subscribes to the principles of the Committee on Publication Ethics (COPE) (www.publicationethics.org/).Editorial contact: nihredit@southampton.ac.ukThe full PGfAR archive is freely available to view online at www.journalslibrary.nihr.ac.uk/pgfar. Print-on-demand copies can be purchased from the report pages of the NIHR Journals Library website: www.journalslibrary.nihr.ac.uk Criteria for inclusion in the Programme Grants for Applied Research journalReports are published in Programme Grants for Applied Research (PGfAR) if (1) they have resulted from work for the PGfAR programme, and (2) they are of a sufficiently high scientific quality as assessed by the reviewers and editors. Programme Grants for Applied Research programmeThe Programme Grants for Applied Research (PGfAR) programme, part of the National Institute for Health Research (NIHR), was set up in 2006 to produce independent research findings that will have practical application for the benefit of patients and the NHS in the relatively near future. The Programme is managed by the NIHR Central Commissioning Facility (CCF) with strategic input from the Programme Director.The programme is a national response mode funding scheme that aims to provide evidence to improve health outcomes in England through promotion of health, prevention of ill health, and optimal disease management (including safety and quality), with particular emphasis on conditions causing significant disease burden.For more information about the PGfAR programme please visit the website: http://www.nihr.ac.uk/funding/programme-grants-forapplied-research.htm This reportThe research reported in this issue of the journal was funded by PGfAR as project number RP-PG-0109-10073. The contractual start date was in January 2011. The final report began editorial review in April 2014 and was accepted for publication in October 2014. As the funder, the PGfAR programme agreed the research questions and study designs in advance with the investigators. The authors have been wholly responsible for all data collection, analysis and interpretation, and for writing up their work. The PGfAR editors and production house have tried to ensure the accuracy of the authors' report and would like to thank the reviewers for their constructive comments on the final report document. However, they do not accept liability for damages or losses arising from material published in this report.This report presents independent research funded by the National Institute for Health Research (NIHR). The views and opinions expressed by authors in this publication are those of the authors and do not necessarily reflect those of the NHS, the NIHR, CCF, NETSCC, PGfAR or the Department of Health. If there are verbatim quotation...

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Section: The Development Of a Typology Of Speech And Language Therapymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Roulstone

Marshall

Powell³

et al. 2015

Programme Grants Appl Res

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“…Words such as treatment, therapy, intervention, and remediation are used interchangeably although they carry slightly different connotations, some more medically oriented than others. McCauley & Fey (2006) present a model of intervention that identifies components that, they suggest, should be made explicit in the development or description of an intervention. The model covers the goals of intervention, the goal attack strategies, procedures, dosage, who delivers the intervention and the context in which it is delivered as well as the monitoring and assessment processes to be used.…”

Section: Defining Interventionmentioning

confidence: 99%

Interventions for children with speech, language and communication needs: An exploration of current practice

Roulstone¹,

Wren

Bakopoulou³

et al. 2012

Child Language Teaching and Therapy

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This article reports a series of interviews with education and health practitioners. The aims were to identify interventions used in practice with children with speech, language and communication needs, to explore explanations for the choice of intervention and to identify the ways that outcomes were measured. Participants (n = 61) included educational psychologists, speech and language therapists and education advisory staff. They talked about interventions in terms of published programmes, principles and activities, strategies, resources and training programmes. There was evidence of local adaptation of interventions and wide development of local programmes. The choice of intervention was governed by a desire to meet identified service gaps and with reference to the evidential and/or theoretical basis of the intervention and the practicalities of the intervention. Outcomes were typically measured at the level of the individual rather than a service level. The study provided insight into the range of interventions in current practice, how service managers justify intervention choices and measure outcomes. The data from this study informed a national survey to examine patterns of usage of interventions.

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“…This manner of working will make possible the necessary assistance for the child to use language in a global fashion, encouraging strategy use for accomplishing other classroom learning, in the line suggested by McCauley and Fey (2006).…”

Section: Adequate Materials Resourcesmentioning

confidence: 99%

“…More detailed proposals should be put forward, including classroom methods that explicitly address the need to develop certain language prerequisites as curriculum content, and to develop the cognitive and socializing facet as part of the pursuit of language development. Pertinent contributions come from McCauley and Fey (2006), who, after more than 20 years of basic and applied research, propose a structural intervention model that incorporates certain novel aspects related to the frequency and intensity of working sessions, while also insisting on the importance of reevaluation of the intervention and subsequent program modification.…”

Section: Models Of Support Characteristicsmentioning

confidence: 99%