Facilitated playgroups to promote speech and language skills of young children with communication delays: A pilot study

Green, Katherine B.; Towson, Jacqueline A.; Head, Cynthia; Janowski, Brittany; Smith, Laura E.

doi:10.1177/0265659018755525

Cited by 10 publications

(9 citation statements)

References 32 publications

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“…Other researchers estimated that intelligent tutoring systems were developed to help students learn independently. However, students, who are weak selfregulated learners, often struggle with using these systems because they lack the necessary skills to learn independently (Green et al, 2018;Zare & Zade, 2014). They further found that the feasibility of using a facilitated playgroup model could enhance parents" ability to implement effective communication strategies for their children.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Memorizing Quran on the Children Cognitive Intelligence

Slamet

2019

HSSR

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Purpose of Study: The present research aimed to find out whether memorizing Quran (tahfidz Quran) affected cognitive intelligence in kindergarten students. The research was conducted at Mardisiwi Islamic Kindergarten, Surakarta, Indonesia. The population consisted of a student group at the kindergarten. Ten students of the group were selected as the samples using a saturated sampling technique. The data source consisted of kindergarten students, a recapitulation of evaluation towards students, and data on students. Methodology: The data was collected through test, observation, documentation, and interviews. The kindergarten students should memorize Al Insyirah surah of Quran using the Tasalsuli method. The observation of cognitive intelligence results was measured before (pre-treatment) and after the treatment (post-treatment). The results revealed that the procedure of memorizing Quran improved children cognitive intelligence. Results: The research concluded that memorizing Quran in kindergarten might positively improve the children cognitive intelligence. Implications/Applications: The cognitive intelligence score of children was 25.40 after the treatment. The score had an improvement of 5.00 then the pre-treatment test with a score of 20.40. The pre-treatment test resulted in 63.75% of improvement, while the post-treatment test resulted in 79.38%. The difference was 15.63%.

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Section: Introductionmentioning

confidence: 99%

The Effect of Memorizing Quran on the Children Cognitive Intelligence

Slamet

2019

HSSR

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“…As a result of attending a supported playgroup, young mothers formed an understanding of their child's developmental needs, which was perceived as an enabler to access. Supported playgroups are shown to have an important role in facilitating a mother's understanding of child developmental milestones and connecting mothers to health services that are specific to their child's needs (Green, Towson, Head, Janowski, & Smith, 2018). This enabler is best modified through reinforcement, optimism, and beliefs about capabilities.…”

Section: Discussionmentioning

confidence: 99%

Factors Affecting Young Mothers’ Access to Child Healthcare Services: A Behavioural Analysis to Guide the Development of Interventions

Krahe

O’Leary²,

Reilly³

et al. 2022

Behav. change

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Young mothers are more likely to access healthcare for their children in emergent care settings and less likely to use preventive care. This study examines the healthcare-seeking behaviours of young mothers to inform the design of tailored interventions. Semi-structured interviews with nine young mothers (aged ≤ 25 years) who were attending a supported playgroup in Brisbane, Australia were conducted and explored using the Capability, Opportunity and Motivation and Behaviour (COM-B) model and the Theoretical Domains Framework (TDF). Five behavioural themes were identified (navigating the system, complex referral pathways, delays and long wait times, understanding child development, and connecting to services) and the role of the supported playgroup in shaping young mothers’ understanding of child development and connecting them to services was highlighted. Recommended strategies to address these factors include opportunities for young mothers to learn about child developmental milestones, improving young mothers’ health literacy, increasing young mothers’ skills and/or the availability of support to help them navigate health services, and providing more accessible entry points for child assessments, referrals, or early intervention programs.

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“…Il serait également pertinent de documenter les stratégies utilisées pour faciliter les interactions de l'enfant, que ce soit l'enseignement aux proches de l'enfant ("coaching") le soutien apporté aux éducatrices en milieu de garde ainsi que les modifications apportées dans l'environnement (Schuele et al 1995;Snyder et al 2015). Si ces techniques sont une pratique clinique de plus en plus fréquente et que l'efficacité de plusieurs modèles utilisant le "coaching" aux parents ou aux éducatrices a été documentée dans la littérature scientifique (Green et al 2018;Frantz et al 2019;Weitzman et al 2017)…”

Section: Discussionunclassified

“…D'une part, des stratégies utilisées en modalité individuelle, comme les explications directes, l'utilisation d'un soutien visuel ou la mise en pratique des habiletés enseignées, sont mises à profit pour cibler la communication en contexte groupe (Gerber et al 2012;Snyder et al 2015). D'autre part, certaines stratégies visent à modifier le contexte d'interaction dans lequel les habiletés sociales sont réalisées, par exemple le coaching aux parents et à l'entourage de l'enfant, le modèle par les pairs et la modification de l'environnement d'apprentissage (Green et al 2018;Milam et al 2020;Schuele et al 1995;Snyder et al 2015).…”

Section: L'intervention Pragmatique Chez Les Enfants Ayant Un Tdlunclassified

“…Elles indiquent également que les situations de groupe permettraient de reproduire des situations de communication plus naturelles, mais encadrées par l'orthophoniste. Ces stratégies concordent avec les principes issus des études d'intervention qui ont utilisé le modèle par les pairs (Green et al 2018;Milam et al 2020;Snyder et al 2015). Les orthophonistes rapportent que la modalité individuelle serait à privilégier lorsqu'une intervention plus spécifique doit être offerte ou pour introduire des outils et des stratégies.…”

Section: Perspective Interactionnisteunclassified

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Soutenir les habiletés pragmatiques chez les enfants ayant un trouble développemental du langage : fondements théoriques pour la pratique clinique

Dionne,

McIntyre,

Bignasca

et al. 2021

TRANEL

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Both clinicians and researchers agree on the importance of supporting a socially relevant language use in children at risk for communication disorders. Although we have some information on best practices for children with autism spectrum disorder (ASD), the evidence for children with developmental language disorder (DLD) is scarce. Even if there is a growing body of literature discussing the efficacy of speech and language interventions in preschool and school settings, these interventions have focused primarily on early literacy skills (including vo cabulary and discourse abilities) to prepare all children to enter school. Despite this lack of evidence in the literatur e, clinicians have developed skillful strategies to support and facilitate the development of other pragmatic skills such as conversation abilities. The purpose of this manuscript is to discuss the theo retical foundations of pragmatic interventions with children having DLD and to present an example of an intervention based on theoretical foundations and clinical experience.

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Facilitated playgroups to promote speech and language skills of young children with communication delays: A pilot study

Cited by 10 publications

References 32 publications

The Effect of Memorizing Quran on the Children Cognitive Intelligence

The Effect of Memorizing Quran on the Children Cognitive Intelligence

Factors Affecting Young Mothers’ Access to Child Healthcare Services: A Behavioural Analysis to Guide the Development of Interventions

Soutenir les habiletés pragmatiques chez les enfants ayant un trouble développemental du langage : fondements théoriques pour la pratique clinique

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