Treatment research in speech, language and swallowing: Lessons from child language disorders

Folia Phoniatrica et Logopaedica

Volumn 50, Issue 3, 1998, Pages 165-182

  Gallagher, Tanya M ^a  

^a MCGILL UNIVERSITY   (Canada)

Author keywords

Child language intervention; Clinical trials; Outcomes; Treatment research

Indexed keywords

DYSPHAGIA; HUMAN; LANGUAGE DEVELOPMENT; LANGUAGE DISABILITY; PRESCHOOL CHILD; REVIEW; SPEECH DISORDER;

CHILD LANGUAGE; CHILD, PRESCHOOL; DEGLUTITION DISORDERS; HUMANS; LANGUAGE DEVELOPMENT DISORDERS; LANGUAGE DISORDERS; SPEECH DISORDERS;

EID: 0031615414     PISSN: 10217762     EISSN: None     Source Type: Journal    
DOI: 10.1159/000021459     Document Type: Article

References (75)

1. Olswang L: Treatment efficacy research: A paradism for investigating clinical practice and the theory. Fluency Disord 1993;18:125-131.
2. Olswang L: Treatment efficacy research; in Frattali C (ed): Measuring Outcomes in Speech-Language Pathology. New York, Thieme, 1997, pp 134-150.
3. Gallagher TM: National initiatives in outcomes measurement; in Frattali C (ed): Measuring Outcomes in Speech-Language Pathology. New York, Thieme, 1997, pp 527-557.
4. Byng S, Van der Gaag A, Parr S: International initiatives in outcomes measurement: A perspective from the United Kingdom; in Frattali C (ed): Measuring Outcomes in Speech-Language Pathology. New York, Thieme, 1997, pp 558-578.
5. Johnston M, Granger C: Outcomes research in medical rehabilitation. Am J Phys Med Rehabil 1994;73: 296-302.
6. Piccirillo J: Outcomes research in clinical practice. Insights Otolaryngol 1993;8:2-8.
7. Piccirillo JF: Outcomes research and otolaryngology. Otolaryngol Head Neck Surg 1994;111:764-769.
8. Frattali CM: Outcomes measurement: Definitions, dimensions, and perspectives; in Fratalli C (ed): Measuring Outcomes in Speech-Language Pathology. New York, Thieme, 1997, pp 55-88.
9. Kreb R, Wolf K: Successful Operations in the Treatment-Outcomes-Driven World of Managed Care. NSSLHA Clinical Series 13. Rockville, 1997.
10. Fuhrer M: Rehabilitation Outcomes: Analysis and Measurement. Baltimore, Brookes, 1987.
11. Bereiter C, Engelmann S: Teaching Disadvantaged Children in the Preschool. Englewood Cliffs, Prentice-Hall, 1966.
12. Guess D, Sailor W, Rutherford G, Baer D: An experimental analysis of linguistic development: The productive use of the plural morpheme. J Appl Behav Anal 1968;1:297-306.
13. Bricker D: The changing nature of communication and language intervention; in Warren S, Reichle J (eds): Causes and Effects in Communication and Language Intervention. Baltimore, Brookes, 1992, pp 361-375.
14. Bricker D: Then, now, and the path between: A brief history of language intervention; in Kaiser A, Gray D (eds): Enhancing Children's Communication: Research Foundations for Intervention. Baltimore, Brookes, 1993, pp 11-31.
15. Craig H: Pragmatic characteristics of the child with specific language impairment: An interactionist perspective; in Gallagher T (ed): Pragmatics of Language: Clinical Practice Issues. San Diego, Singular Publishing Group, 1991, pp 163-198.
16. Gallagher T: Language and social skills: Implications for clinical assessment and intervention with school-age children; in Gallagher T (ed): Pragmatics of Language: Clinical Practice Issues. San Diego, Singular Publishing Group, 1991, pp 11-41.
17. Warren S, Reichle J: The emerging field of communication and language intervention; in Warren S, Reichle J (eds): Causes and Effects in Communication and Language Intervention. Baltimore, Brookes, 1992, pp 1-8.
18. Fey M: Language Intervention with Young Children. San Diego, College Hill Press, 1986.
19. Goldstein H, Hockenberger E: Significant progress in child language intervention: An 11-year retrospective. Res Dev Disabil 1991;12:401-424.
20. Nye C, Foster S, Seaman D: Effectiveness of language intervention with the language/learning disabled. J Speech Hear Disord 1987;52:348-357.
21. Yoder P, Kaiser A, Alpert C: An exploratory study of the interaction between language teaching methods and child characteristics. J Speech Hear Res 1991;34:155-167.
22. Connell P: An effect of modeling and imitation teaching procedures on children with and without spe-cific language impairment. J Speech Hear Res 1987;30:105-113.
23. Connell P, Stone C: Morpheme learning of children with specific language impairment under controlled instructional conditions. J Speech Hear Res 1992;35:844-852.
24. Camarata S, Nelson K: Treatment efficiency as a function of target selection in the remediation of child language disorders. Clin Linguist Phonet 1992;6:167-178.
25. Camarata S, Nelson K, Camarata M: Comparison of conversational-recasting and imitative procedures for training grammatical structures in children with specific language impairment. J Speech Hear Res 1994;37:1414-1423.
26. Waryas C, Stremel-Campbell K: Communication Training Program. New York, Teaching Resources, 1983.
27. Hart B, Risley T: Establishing the use of descriptive adjectives in the spontaneous speech of disadvantaged preschool children. J Appl Behav Anal 1968;1:109-120.
28. Hart B, Risley T: In vivo language intervention: Unanticipated general effects. J Appl Behav Anal 1980;7: 243-256.
29. Friedman P, Friedman K: Accounting for individual differences when comparing the effectiveness of remedial language teaching methods. Appl Psycholinguist 1980;1:151-170.
30. Mirenda P, Donnellan A: Effects of adult interaction style on conversational behavior in students with severe communication problems. Lang Speech Hear Services Schools 1986;17:126-141.
31. Yoder P, Kaiser A, Alpert C, Fischer R: Following the child's lead when teaching nouns to preschoolers with mental retardation. J Speech Hear Res 1993;36:158-167.
32. Snow D, Swisher L, McNamara M, Kiernan B: A potential limitation of treatment efficacy research: A comment on Camarata, Nelson, and Camarata (1994). J Speech Hear Res 1996;39:221-222.
33. Hepting N, Goldstein H: What's natural about naturalistic language intervention? J Early Intervent 1996;20:249-265.
34. Fey M, Cleave P: Early language intervention. Semin Speech Lang 1990;2:165-181.
35. Scarborough H, Wyckoff J, Davidson R: A reconsideration of the relation between age and mean utterance length. J Speech Hear Res 1986;29:394-399.
36. McTear M, Conti-Ramsden G: Pragmatic Disability in Children. San Diego, Singular Publishing Group, 1992.
37. Plante E, Swisher L, Kiernan B, Restrepo M: Language matches, illuminating or confounding? J Speech Hear Res 1993;36:772-776.
38. Brinton B, Fujiki M: Conversational intervention with children with specific language impairment; in Fey M, Windsor J, Warren S (eds): Language Intervention: Preschool through the Elementary Years. Baltimore, Brookes, 1995, pp 183-213.
39. Craig H, Washington J: Access behaviors of children with specific language impairment. J Speech Hear Res 1993;36:322-337.
40. Durand V, Carr E: Functional communication training to reduce challenging behavior: Maintenance and application in new settings. J Appl Behav Anal 1991;24:251-264.
41. Gallagher T: Social-interactional approaches to child language intervention; in Beitchman J, Konstantareas M (eds): Language, Learning, and Behavior Disorders: Emerging Perspectives. Cambridge, Cambridge University Press, 1996, pp 418-435.
42. Perera K: Language acquisition and writing; in Fletcher P, Garman M (eds): Language Acquisition, ed 2. New York, Cambridge University Press, 1986, pp 494-533.
43. Perera K: Reading and writing skills in the National Curriculum; in Fletcher P, Hall D (eds): Specific Speech and Language Disorders in Children: Correlates, Characteristics and Outcomes. San Diego, Singular Publishing Group, 1992, pp 183-193.
44. Gillam R, Johnston JR: Spoken and written language relationship in language/learning-impaired and normally achieving school-age children. J Speech Hear Res 1992;35:1303-1315.
45. Scott C: A discourse continuum for school-age students: Impact of modality and genre; in Wallach G, Butler K (eds): Language Learning Disabilities in School-Age Children and Adolescents: Some Underlying Principles and Applications. Columbus, Merrill-Macmillan, 1994, pp 219-252.
46. Klein D, Briggs M: Facilitating mother-infant communicative interaction in mothers of high-risk infants. J Child Commun Disord 1987;10:95-106.
47. Haring T, Neetz J, Lovinger L, Peck C, Semmel M: Effects of four modified incidental teaching procedures to create opportunities for communication. J Assoc Persons Severe Handicaps 1987;12:218-226.
48. Goldstein H, Ferrell D: Augmenting communicative interaction between handicapped and nonhandicapped preschool children. J Speech Hear Disord 1987;52:200-211.
49. Kaiser A: Parent-implemented language intervention: An environmental system perspective; in Kaiser A, Gray D (eds): Enhancing Children's Communication: Research Foundations for Intervention. Baltimore, Brookes, 1993, pp 63-84.
50. Mahoney G, Powell A: Transactional Intervention Program: Teacher's Guide. Farmington, Pediatric Research and Training Center, University of Connecticut Health Center, 1986.
51. Weistuch L, Lewis M, Sullivan M: Use of a language interaction intervention in the preschools. J Early Intervent 1991;15:278-287.
52. Girolametto L, Greenberg J, Manolson A: Developing dialogue skills: The Hanen early language parent program. Semin Speech Lang 1986; 7:367-382.
53. Fey M, Cleave P, Long S, Hughes D: Two approaches to the facilitation of grammar in language-impaired children: An experimental evaluation. J Speech Hear Res 1993;36: 141-157.
54. Fey M, Cleave P, Long S: Two models of grammar facilitation in children with language impairments: Phase 2. J Speech Lang Hear Res 1997;40:5-19.
55. Girolametto L, Pearce P, Weitzman E: Interactive focused stimulation for toddlers with expressive vocabulary delays. J Speech Hear Res 1996; 39:1274-1283.
56. Schuele C, Rice M: Redirects: A strategy to increase peer initiations. J Speech Hear Res 1995;38:1319-1333.
57. Dyer K, Williams L, Luce S: Training teachers to use naturalistic communication strategies in classrooms for students with autism and other severe handicaps. Lang Speech Hear Services Schools 1991;22:313-321.
58. Damico J: Addressing language concerns in the schools. The SLP as consultant. J Child Commun Disord 1987;11:17-40.
59. Secord W: Best practices in school speech-language pathology; in Secord W (ed): Collaborative Programs in the Schools: Concepts, Models and Procedures. San Antonio, The Psychological Corporation, 1990.
60. Goldstein H, Kaczmarek L: Promoting communicative interaction among children in integrated intervention settings; in Warren S, Reichle J (eds): Causes and Effects in Communication and Language Intervention. Baltimore, Brookes, 1992, pp 81-111.
61. Goldstein H, Wickstrom S: Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers. J Appl Behav Anal 1986;19:209-214.
62. Tannock R, Girolametto L: Reassessing parent-focused language intervention programs; in Warren S, Reichle J (eds): Causes and Effects in Communication and Language Intervention. Baltimore, Brookes, 1992, pp 40-79.
63. Ostrosky M, Kaiser A, Odom S: Facilitating children's social-communicative interactions through the use of peer-mediated interventions; in Kaiser A, Gray D (eds): Enhancing Children's Communication: Research Foundations for Intervention. Baltimore, Brookes, 1993, pp 159-185.
64. Baum H, Logemann J, Lilienfeld D: Clinical trials and its application to communication sciences and disorders. J Med Speech-Lang Pathol, in press.
65. State University of New York at Buffalo: Guide for Use of the Uniform Data Set for Medical Rehabilitation: Functional Independence Measure. Buffalo, Research Foundation, 1993.
66. Formations in Health Care, Inc: LORS-III. Chicago, 1991.
67. Formations in Health Care, Inc: RESTORE. Chicago, 1993.
68. Granger C, Hamilton B: The uniform data system for medical rehabilitation report of first admissions for 1990. Am J Phys Med 1992;71: 106-113.
69. Haley S, Coster W, Ludlow L: Pediatric Evaluation of Disability Inventory (PEDI): Development, Standardization and Administration Manual. Boston, New England Medical Center Hospital, 1992.
70. Uniform Data System: Functional Independence Measure for Children (WeeFIM). Buffalo, State University of New York, 1990.
71. ASHA: NOMS: Adult. Rockville, 1998.
72. ASHA: NOMS: Kindergarten - Grade 12 (Health). Rockville, in press.
73. ASHA: NOMS: Kindergarten - Grade 12 (Education). Rockville, in press.
74. ASHA: NOMS: Pre-Kindergarten. Rockville, in press.
75. TOCE - Task Force on Treatment Outcome and Cost Effectiveness: ASHA's Treatment Outcomes Data Collection in Adult Health Care Settings: National Report Cards 1-10. Rockville, ASHA, 1996.