Measuring and understanding patterns of change in intervention studies with children: Implications for evidence-based practice

Evidence-Based Communication Assessment and Intervention

Volumn 1, Issue 2, 2007, Pages 86-97

  Dockrell, Julie E ^a   Law, James ^b  

^a UNIVERSITY OF LONDON   (United Kingdom)

^b QUEEN MARGARET UNIVERSITY   (United Kingdom)

Author keywords

Intervention; Language; Measuring change; SLI

Indexed keywords

EID: 61449268126     PISSN: 17489539     EISSN: 17489547     Source Type: Journal    
DOI: 10.1080/17489530701437204     Document Type: Article

References (51)

1. 2002. AHRQ. Criteria for determining disability in speech-language disorders., Evidence report/technology. Assessment No. 52 www.ahrq.gov
2. Bishop, DVM. 1983. “ Test of reception of Grammar ”. In Published by the author and available from Age and Cognitive Performance Research Centre, University of Manchester.
3. Bishop, DVM, Adams, CV, and Rosen, S. 2006. Resistance of grammatical impairment to computerized comprehension training in children with specific and non-specific language impairments. International Journal of Language & Communication Disorders, 41:19–40.
4. Botting, N. 2005. Non-verbal cognitive development and language impairment. Journal of Child Psychology and Psychiatry, 46:317–326.
5. Cohen, W, Hodson, A, O'Hara, A, Boyle, J, Durram, T, McCartney, E, Mattey, M, Naftalin, L, and Watson, J. 2005. Effects of computer-based intervention through acoustically modified speech (Fast ForWord) in severe mixed receptive-expressive language impairment:Outcomes from a randomized controlled trial. Journal of Speech Language and Hearing Research, 48:715–729.
6. Cole, KN, Dale, PS, and Mills, PE. 1992. Stability of the intelligence quotient-language quotient relation:Is discrepancy modelling based on a myth?. American Journal on Mental Retardation, 97:131–143.
7. Cole, KN, Schwartz, IS, Notari, AR, Dale, PS, and Mills, PE. 1995. Examination of the stability of two methods of defining specific language impairment. Applied Psycholinguistics, 16:103–123.
8. Conti-Ramsden, G, and Botting, N. 1999. Classification of children with specific language impairment:Longitudinal considerations. Journal of Speech, Language and Hearing Research, 42:1195–1204.
9. Conti-Ramsden, G, Botting, N, Simkin, Z, and Knox, E. 2001. Follow-up of children attending infant language units:Outcomes at 11 years of age. International Journal of Language and Communication Disorders, 36:207–219.
10. Dockrell, JE. 2001. Assessing language skills in pre-school children. Assessing language skills in preschool children. Child Psychology and Psychiatry Review, 6:74–85.
11. Dockrell, JE, Stuart, M, and King, D. 2006. “ Implementing effective oral language interventions in preschool settings:No simple solutions ”. In Language and social disadvantage, Edited by:Ginsbourg, J, and Clegg, J. 177–187. London:Wiley.
12. Dockrell, JE, Lindsay, G, Letchford, B, and Mackie, C. 2006. Educational provision for children with specific speech and language difficulties:Perspectives of speech and language therapist managers. International Journal of Language and Communication Disorders, 41:423–440.
13. Dunn, LM, Dunn, LM, Whetton, C, and Burley, J. 1997. British Picture Vocabulary Scale, Windsor, UK:NFER-Nelson.
14. Ebbels, S, van der Lely, H, and Dockrell, JE. Intervention for verb argument structure in children with persistent SLI:A randomized control trial. Journal of Speech Language and Hearing Research, (in press)
15. Elliot, CD, Smith, P, and McCulloch, K. 1996. British Ability Scales Second Edition (BAS II), Windsor, UK:NFER-Nelson.
16. Girolametto, L, Pearce, PS, and Weitzman, E. 1996. Interactive focused stimulation for promoting vocabulary in young children with delays:A Pilot Study. Journal of Child Communication Development, 17:39–49.
17. Glogowska, M, Roulstone, S, Enderby, P, and Peters, T. J. 2000. Randomised controlled trial of community based speech and language therapy in preschool children. British Medical Journal, 321:923–926.
18. Hake, RR. 1998. Interactive engagement versus traditional methods:A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66:64–74.
19. Hill, V. 2005. Through the past darkly:A review of the British ability scales second edition. Child and Adolescent Mental Health, 10:87–98.
20. Howlin, P, and Cross, P. 1994. The variability of language test scores in 3- and 4-year-old children of normal non-verbal intelligence:A brief research report. European Journal of Disorders of Communication, 29:279–288.
21. HSTAT Health Service Technology Assessment. hstat.nlm.nih.gov
22. Huang, R, Hopkins, J, and Nippold, M. 1997. Satisfaction with standardized language tests:A survey of speech language pathologists. Language, Speech and Hearing Services in Schools, 28:12–29.
23. Irwig, L, Glasziou, P, and March, L. 1995. Ethics of n-of-1 trials. Lancet, 345:369
24. Johnston, J. 2005. Re:Law, Garrett & Nye (2004a). The efficacy of treatment for children with developmental Speech and language delay/disorder:A meta-analysis. Journal of Speech. Language and Hearing Research, 48:1114–1117.
25. Justice, L. 2006. Evidence-based practice, response to intervention and the prevention of reading difficulties. Lang Speech Hear Serv Sch, 37:284–297.
26. Law, J, Garrett, Z, and Nye, C. 2003. Speech and language therapy interventions for children with primary speech and language delay or disorder. The Cochrane Database of Systematic Reviews, 3, (Art. No.:CD004110. DOI:10.1002/14651858.CD004110)
27. Law, J, and Conti-Ramsden, G. 2000. Treating children with speech and impairments:Six hours of therapy is not enough. British Medical Journal, 321:908–909.
28. Law, J, Boyle, J, Harris, F, Harkness, A, and Nye, C. 1998. Child Health Surveillance:Screening for Speech and Language Delay. Health Technology Assessment, 2:1–184.
29. Law, J, Lindsay, G, Peacey, N, Gascoigne, M, Soloff, N, Radford, J, and Band. 2001. Facilitating Communication between Education and Health Services:The provision for children with speech and language needs. British Journal of Special Education, 28:133–138.
30. Law, J, Dockrell, J, Williams, K, and Seeff, B. 2001. The I CAN Early Years Evaluation Project., Accessed at http:qmuc.ac.uk/cihr
31. Law, J, Dockrell, J, Williams, K, and Seeff, B. 2004. Comparing specialist early years provision for speech and language impaired children with mainstream nursery provision in the UK—An application of the Early Childhood Environment Rating Scale (ECERS). Child:Care, Health and Development, 30:184
32. Law, J, Dockrell, JE, Castelnuovo, E, Williams, K, Seeff, B, and Normand, C. 2006. Early Years Centres services for pre-school children with primary language difficulties:What do they cost, and are they cost-effective?. International Journal of Language and Communication Disorders, 41:67–81.
33. Matheny, N, and Panagos, JM. 1978. Comparing the effects of articulation and syntax programmes on syntax and articulation improvement. Language Speech and Hearing Services in Schools, 9:57–61.
34. McCauley, RJ, and Demetras, MJ. 1990. The identification of language impairment in the selection of specifically language impaired subjects. Journal of Speech and Hearing Disorders, 55:468–475.
35. McCauley, R, and Swisher, L. 1984a. Psychometric review of language and articulation tests for children. Journal of Speech and Hearing Disorders, 49:34–42.
36. McCauley, R, and Swisher, L. 1984b. Use and misuse of norm-referenced tests in clinical assessment:A hypothetical case. Journal of Speech and Hearing Disorders, 49:338–348.
37. McFadden, TU. 1996. Creating language impairments in typically achieving children:The pitfalls of “normal” normative sampling. Language Speech and Hearing Services in Schools, 27:3–9.
38. Nation, K, and Snowling, M. 1997. Assessing reading difficulties:The validity and utility of current measures of reading skill. British Journal of Educational Psychology, 67:359–370.
39. Petticrew, M, and Roberts, H. 2006. Systematic reviews in the social sciences:A practical guide, Oxford:Blackwell.
40. Prieler, J, and Raven, J. 2002. The Measurement of Change in Groups and Individuals, with Particular Reference to the Value of Gain Scores:A New IRT-Based Methodology for the Assessment of Treatment effects and Utilizing Gain Scores, Webpsychempiricist. Retrieved (May 2007) from:http://www.wpe.info/papers_table.html
41. Prieler, J. 2000. “ Problems with classical change scores (such as measures of learning potential) and their resolution ”. In European Congress of Psychology London, UK
42. Renfrew, C. 1978. Renfrew language scales., Bicester, UK:Speech Mark Ltd.
43. Reynell, J, and Huntley, M. 1985. The Reynell Developmental Language Scales, Windsor, UK:NFER Nelson.
44. Robertson, SB, and Weismer, SE. 1999. Effects of treatment on linguistic and social skills in toddlers with delayed language development. Journal of Speech, Language, & Hearing Research, 42:1234–1248.
45. Stuart, M, and Stainthorp, R. 2004. Viewpoint No. 16. The assessment of reading:A theoretically motivated review of currently available tests, London:Institute of Education.
46. Wertz, RT. 2002. Evidence-based practice guidelines:Not all evidence is created equal. Journal of Medical Speech-Language Pathology, 10:xi–xv.
47. Wright, DB. 2003. Making friends with your data:Improving how statistics are conducted and reported. British Journal of Educational Psychology, 73:123–136.
48. Wright, DB. 2006. Comparing groups in a before-after design:When t-test and ANCOVA produce different results. British Journal of Educational Psychology, 76:663–675.
49. Zhang, XY, and Tomblin, JB. 2003. Explaining and controlling regression to the mean in longitudinal research designs. Journal of Speech, Language, and Hearing Research, 46 (6):1340–1351.
50. Zimmerman, I, Steiner, VG, and Pond, RE. 1992. Preschool Language Scale, Fourth Edition (PLS-4), Sidcup, UK:The Psychological Corporation.
51. Zimmerman, I, Steiner, VG, and Pond, RE. 1997. Preschool Language Scale-3, UK, Edition (PLS-3 (UK), Sidcup, UK:The Psychological Corporation. UK adaptation:Boucher, J., & Lewis, V. (1997)