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Journal articles on the topic 'Pragmatic skills intervention'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Kovacs, Thomas. "A Survey of American Speech-Language Pathologists' Perspectives on Augmentative and Alternative Communication Assessment and Intervention Across Language Domains." American Journal of Speech-Language Pathology 30, no. 3 (2021): 1038–48. http://dx.doi.org/10.1044/2020_ajslp-20-00224.

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Purpose The aim of the study was to collect information about American speech-language pathologists' preprofessional training, practice, self-perceived competence, adequacy of resources, and interest in continuing education related to augmentative and alternative communication (AAC) assessment and intervention strategies addressing each of the five language domains: semantics, pragmatics, phonology, morphology, and syntax. Method An anonymous online survey of American speech-language pathologists was conducted. Results A majority of participants rated their preprofessional training for assessi

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Friedman, Laura, and Audra Sterling. "A Review of Language, Executive Function, and Intervention in Autism Spectrum Disorder." Seminars in Speech and Language 40, no. 04 (2019): 291–304. http://dx.doi.org/10.1055/s-0039-1692964.

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AbstractDifficulties with both executive functions and language skills are common but variable in autism spectrum disorder (ASD). Executive functions and language skills are related to one another, such that vocabulary, syntax, and pragmatics are related to domains of working memory, shifting, and inhibition in ASD, although the directionality of these relationships remains unclear. Moreover, interventions that target pragmatic ability have been found to improve executive function skills, and conversely, executive function interventions are linked with improvements in social skills in children

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Lindsay, Anne R., Angela Starrett, Ali Brian, Teresa A. Byington, Jennifer Lucas, and Madeleine Sigman-Grant. "Preschoolers Build Fundamental Motor Skills Critical to an Active Lifestyle: The All 4 Kids© Intervention Study." International Journal of Environmental Research and Public Health 17, no. 9 (2020): 3098. http://dx.doi.org/10.3390/ijerph17093098.

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This pragmatic, real world study examined the effects of the All 4 Kids© intervention on preschoolers’ mastery of movement skills and determined whether the instruction had greater impact than natural development. Methods included a quasi-experimental intervention-comparison subsample of 379 children (COMPARISON) and a pretest-posttest design with convenience scale-up sampling of 2817 preschoolers (SCALE-UP). Children receiving education and dance instruction 3 times/week for 8 weeks were assessed using the Preschool Movement Assessment to evaluate skills pre and post intervention. Using repea

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Timler, Geralyn. "Let's Talk: Review of Conversation Intervention Approaches for School-Aged Children and Adolescents with Autism Spectrum Disorder." Seminars in Speech and Language 39, no. 02 (2018): 158–65. http://dx.doi.org/10.1055/s-0038-1628367.

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AbstractConversation skills are an important intervention focus for verbally fluent school-aged children and adolescents with autism spectrum disorder (ASD). Three sets of approaches for supporting conversation skills are reviewed. Pragmatic language approaches focus on teaching the verbal and nonverbal skills needed to initiate and maintain conversations including strategies for recognizing and repairing communication breakdowns. Social skill approaches focus on similar conversation behaviors, but these behaviors are usually taught for use within specific social tasks such as entering peer gr

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Vaidya, Hemangi, Aarti P. Waknis, and Shweta Deshpande. "Pragmatic abilities of children with severe to profound hearing loss." International Journal of Otorhinolaryngology and Head and Neck Surgery 7, no. 5 (2021): 736. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20211424.

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<p class="abstract"><strong>Background:</strong> Western studies indicate that children with hearing impairment (CHI) are at risk of pragmatic delay due to their delayed language development. Pragmatics is influenced by culture. Hence the objective of the study was to compare the pragmatic skills of Marathi speaking CHI using hearing devices and typically developing children (TDC) matched according to their expressive language age, chronological age, and hearing age.</p><p class="abstract"><strong>Methods:</strong> Group I included 40 CHI using a heari

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Rickard, Jennifer K. "Lapbooks: Adding Creativity to Literature-Based Intervention." Perspectives of the ASHA Special Interest Groups 2, no. 16 (2017): 5–19. http://dx.doi.org/10.1044/persp2.sig16.5.

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Contextualized language intervention (CLI) is a treatment approach that seeks to target multiple language skills in the context of meaningful, functional, and curriculum-based activities. For school-age children, literature-based language intervention is a type of CLI that can simultaneously target a variety of semantic, syntactic, and pragmatic language skills, while also supporting the core curriculum. This tutorial demonstrates how to design lapbooks (collections of mini-books, pockets, and foldables laid out in a standard file folder) to organize and creatively display the language learnin

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Lynch, Georgina. "Evidence-Based Practices and Teaching NonVerbal Pragmatic Skills to Adolescents With ASD: Lessons Learned From Parent Perspective and Brain Research." Perspectives of the ASHA Special Interest Groups 2, no. 1 (2017): 47–55. http://dx.doi.org/10.1044/persp2.sig1.47.

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As a growing population with Autism spectrum disorder (ASD) leaves the K-12 educational system and enters the workforce and college settings, long-term outcomes inform the need for further development of social skills interventions promoting success in these new contexts. Drawing from neuroscience literature describing neuropathology of ASD over the lifespan, physiologic deficits have been documented which impact nonverbal pragmatics, informing development of new treatments for those on the spectrum representing high-functioning autism. Nonverbal language skills warrants focused intervention t

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Pearson, David, Fiona Clare Kennedy, Suchetha Bhat, Vishal Talreja, and Katherine Newman-Taylor. "Thriving in adversity: Do brief milieu interventions work for young adults in the developing world? A pragmatic randomized controlled trial." Social Behavior and Personality: an international journal 49, no. 9 (2021): 1–8. http://dx.doi.org/10.2224/sbp.10494.

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Adolescence may be a window of opportunity to attenuate the effects of early social adversity, which impedes cognitive, emotional, and social development, and increases risk of psychopathology into adulthood. We ran a pragmatic randomized controlled trial to assess the impact of a brief intervention designed to facilitate life skills for psychosocial competence. Socially disadvantaged young people living in South India who had experienced early adversity (N = 645; age range = 17–22 years) participated in the intervention or were assigned to a wait-list control group. The intervention led to la

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Rollins, Pamela. "Personal Narratives in Individuals with High-Functioning ASD: A Lens Into Social Skills." Perspectives on Language Learning and Education 21, no. 1 (2014): 13–20. http://dx.doi.org/10.1044/lle21.1.13.

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Narrative assessment is a valid means for evaluating social pragmatic skills in high-functioning individuals with autism spectrum disorder (ASD). Speech-language pathologists (SLPs) typically analyze fictional narratives because of their strong association with school success. A review of literature suggests that high-functioning individuals with ASD have more difficulties telling personal narratives than fictional narrative. Because problems telling personal narratives may negatively impact social relationships, we suggest evaluating personal narratives to aide intervention planning. We revie

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King, Diane, and Olympia Palikara. "Assessing language skills in adolescents with autism spectrum disorder." Child Language Teaching and Therapy 34, no. 2 (2018): 101–13. http://dx.doi.org/10.1177/0265659018780968.

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Language abilities in adolescents with autism spectrum disorders (ASDs) are variable and can be challenging to ascertain with confidence. This study aimed to compare and evaluate different forms of language assessment: standardized language testing, narrative analysis and parent/teacher reports. 14 adolescents with ASD and 14 typically developing adolescents matched on age, gender and nonverbal ability were assessed using a number of standardized assessments for receptive and expressive language skills, a standardized narrative test, two experimental narrative assessments and a parent/teacher

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Berglund, Eva, Mårten Eriksson, and Iréne Johansson. "Parental Reports of Spoken Language Skills in Children With Down Syndrome." Journal of Speech, Language, and Hearing Research 44, no. 1 (2001): 179–91. http://dx.doi.org/10.1044/1092-4388(2001/016).

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Spoken language in children with Down syndrome and in children in a normative group was compared. Growth trends, individual variation, sex differences, and performance on vocabulary, pragmatic, and grammar scales as well as MaxLU (maximum length of utterance) were explored. Subjects were 330 children withDown syndrome (age range: 1–5 years) and 336 children in a normative group (1;4–2;4 years;months). The Swedish Early Communicative Development Inventory-words and sentences (SECDI-w&s) was employed. Performance of children with Down syndrome at ages 3;0 and 4;0 was comparable with that ofc

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Cole, Kevin N., Truman E. Coggins, and Cheryl Vanderstoep. "The Influence of Language/Cognitive Profile on Discourse Intervention Outcome." Language, Speech, and Hearing Services in Schools 30, no. 1 (1999): 61–67. http://dx.doi.org/10.1044/0161-1461.3001.61.

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Children with communication needs are often allocated intervention services as a result of the relationship between their cognitive ability and language performance. Children with higher cognitive skills relative to language skills are considered promising candidates for language services. In contrast, children who are delayed in both cognitive and language abilities are considered poor candidates for intervention and are often excluded from services, or given a lower priority for services. This study examines the effects of intervention on one aspect of pragmatic development (discourse skills

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Dowd, Lynn, and Penny A. Leisring. "A Framework for Treating Partner Aggressive Women." Violence and Victims 23, no. 2 (2008): 249–63. http://dx.doi.org/10.1891/0886-6708.23.2.249.

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Women are increasingly referred to intervention programs to address their use of physical violence against intimate partners. This article reviews the scant treatment outcome and attrition literature for partner aggressive women and describes important characteristics of partner aggressive women that must be taken into consideration in designing treatment. Recommended treatment modules are described in detail and include skill-building to enhance safety planning, conflict management, emotional regulation, communication and negotiation, and stress management. Additional modules should be includ

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Mirrett, Penny L., Joanne E. Roberts, and Johanna Price. "Early Intervention Practices and Communication Intervention Strategies for Young Males With Fragile X Syndrome." Language, Speech, and Hearing Services in Schools 34, no. 4 (2003): 320–31. http://dx.doi.org/10.1044/0161-1461(2003/026).

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Purpose: This study describes speech-language pathologists’ impressions of the communication difficulties of young males with fragile X syndrome (FXS) and the need for both syndrome-specific and individualized interventions. The findings of a regional study that identified speech-language pathologists’ impressions of the speech, language, and behavioral difficulties experienced by males with FXS and an array of interventions used by speech-language pathologists to improve communication skills for these children are reported. Methods: Fifty-one speech-language pathologists providing interventio

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Johnstone, Avril, Adrienne R. Hughes, Xanne Janssen, and John J. Reilly. "Pragmatic evaluation of the Go2Play Active Play intervention on physical activity and fundamental movement skills in children." Preventive Medicine Reports 7 (September 2017): 58–63. http://dx.doi.org/10.1016/j.pmedr.2017.05.002.

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GASK, L., C. DOWRICK, C. DIXON, et al. "A pragmatic cluster randomized controlled trial of an educational intervention for GPs in the assessment and management of depression." Psychological Medicine 34, no. 1 (2004): 63–72. http://dx.doi.org/10.1017/s0033291703001065.

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Background. General practitioners (GPs) can be provided with effective training in the skills to manage depression. However, it remains uncertain whether such training achieves health gain for their patients.Method. The study aimed to measure the health gain from training GPs in skills for the assessment and management of depression. The study design was a cluster randomized controlled trial. GP participants were assessed for recognition of psychological disorders, attitudes to depression, prescribing patterns and experience of psychiatry and communication skills training. They were then rando

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Arai, Tatsushi. "Conflict Intervention Training as Strategic Convening: Lessons From Syria." Journal of Peacebuilding & Development 14, no. 3 (2019): 288–303. http://dx.doi.org/10.1177/1542316619862770.

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This article develops a framework of training design to intervene in active armed conflict. A case study of Syria presents a context of the inquiry. The concept of strategic convening is introduced to describe the kind of purposefully organised activities that bring conflict parties together from across lines of division. Strategic convening develops a safe, humanising social space that helps foster enabling conditions for conflict management and resolution. Building on a first-hand experience of conducting three workshops between 2014 and 2015 for Syrian humanitarian professionals, this study

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BRUGHA, T. S., S. WHEATLEY, N. A. TAUB, et al. "Pragmatic randomized trial of antenatal intervention to prevent post-natal depression by reducing psychosocial risk factors." Psychological Medicine 30, no. 6 (2000): 1273–81. http://dx.doi.org/10.1017/s0033291799002937.

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Background. Social support theory and observational risk factor studies suggest that increased antenatal psychosocial support could prevent post-natal depression. We used empirical knowledge of risk and protective factors for post-natal depression not employed previously in order to develop and evaluate an antenatal preventive intervention.Methods. We conducted a pragmatic randomized controlled trial in antenatal clinics. We screened 1300 primiparous women and 400 screened positive, 69 screen-positive women were untraceable or not eligible. Of 292 women who completed baseline assessment, 209 c

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Mandal, Joyanta Chandra, Indranil Chatterjee, Suman Kumar, and Shilpi Chakraborty. "Efficacy of Auditory Verbal Therapy on Listening and Linguistic Skills of a Child with Bimodal Hearing." Bengal Journal of Otolaryngology and Head Neck Surgery 28, no. 3 (2021): 277–81. http://dx.doi.org/10.47210/bjohns.2020.v28i3.293.

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Introduction This study aimed to document the effect of Auditory Verbal Therapy (AVT) with proper assessment and management in early intervention of a child with bimodal hearing. Bimodal Hearing is the use of a cochlear implant in one ear and a hearing aid in the opposite ear. Auditory Verbal Therapy is a highly specialist early intervention programme which equips parents with the skills to maximise their deaf child’s speech and language development. Case Report A male child aged 5 years 1 month had bilateral severe to profound hearing loss and speech-language problem. He was using cochlear im

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Shepherd‐Banigan, Megan, Brystana G. Kaufman, Kasey Decosimo, et al. "Adaptation and Implementation of a Family Caregiver Skills Training Program: From Single Site RCT to Multisite Pragmatic Intervention." Journal of Nursing Scholarship 52, no. 1 (2019): 23–33. http://dx.doi.org/10.1111/jnu.12511.

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Choi, Soo Jeong, and Seok Jeong Yeon. "The Effects of Group Pragmatic Communication Intervention on Referential and Coordinating Communication Skills in Adolescents with Developmental Disabilities." Special Education Research 20, no. 1 (2021): 59–74. http://dx.doi.org/10.18541/ser.2021.02.20.1.59.

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Aaby, Anna, Camilla Bakkær Simonsen, Knud Ryom, and Helle Terkildsen Maindal. "Improving Organizational Health Literacy Responsiveness in Cardiac Rehabilitation Using A Co-Design Methodology: Results from The Heart Skills Study." International Journal of Environmental Research and Public Health 17, no. 3 (2020): 1015. http://dx.doi.org/10.3390/ijerph17031015.

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For health services, improving organizational health literacy responsiveness is a promising approach to enhance health and counter health inequity. A number of frameworks and tools are available to help organizations boost their health literacy responsiveness. These include the Ophelia (OPtimising HEalth LIteracy and Access) approach centered on local needs assessments, co-design methodologies, and pragmatic intervention testing. Within a municipal cardiac rehabilitation (CR) setting, the Heart Skills Study aimed to: (1) Develop and test an organizational health literacy intervention using an

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Loeb, Diane Frome, Christene Stoke, and Marc E. Fey. "Language Changes Associated With Fast ForWord-Language." American Journal of Speech-Language Pathology 10, no. 3 (2001): 216–30. http://dx.doi.org/10.1044/1058-0360(2001/020).

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Based principally on reports of two experimental investigations, the Scientific Learning Corporation claims that Fast ForWord-Language (FFW-L) yields 1-1/2 to 3 years language gain over a 6-week period. We evaluated various aspects of this claim by measuring the language changes of four children who received FFW-L language intervention in their homes. Language change was assessed immediately following intervention and 3 months later, using standardized language measures, spontaneous measures of syntactic complexity, reading measures, pragmatic measures, and parent and teacher reports. Three of

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Adams, Catherine, Jacqueline Gaile, Elaine Lockton, and Jenny Freed. "Integrating Language, Pragmatics, and Social Intervention in a Single-Subject Case Study of a Child With a Developmental Social Communication Disorder." Language, Speech, and Hearing Services in Schools 46, no. 4 (2015): 294–311. http://dx.doi.org/10.1044/2015_lshss-14-0084.

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Purpose This clinical focus article presents an illustration of a complex communication intervention, the Social Communication Intervention Programme (SCIP), as delivered to a child who has a social communication disorder (SCD). The SCIP intervention combined language processing and pragmatic and social understanding therapies in a program of individualized therapy activities and in close liaison with families. Method The study used an enhanced AB single-subject design in which an 8-year-old child with an SCD participated in 20 therapy sessions with a specialist speech-language pathologist. A

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Law, Catherine, Tim Cole, Steven Cummins, James Fagg, Stephen Morris, and Helen Roberts. "A pragmatic evaluation of a family-based intervention for childhood overweight and obesity." Public Health Research 2, no. 5 (2014): 1–184. http://dx.doi.org/10.3310/phr02050.

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BackgroundChildhood overweight is unequally distributed by ethnicity and socioeconomic circumstances. Weight management interventions are moderately effective under research conditions. We evaluated the Mind, Exercise, Nutrition, Do it! (MEND) 7–13 programme, a multicomponent family-based intervention for children aged 7–13 years who are overweight or obese. The programme was tested in a randomised controlled trial (RCT) and then delivered at scale under service conditions.ObjectivesThe aims of this study were to describe the characteristics of children who take part in MEND, when implemented

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Ράλλη, Ασημίνα Μ., Έλενα Καζάλη та Ελισσάβετ Καρατζά. "Προφορικός λόγος και ψυχοκοινωνική προσαρμογή σε παιδιά πρώτης σχολικής ηλικίας με διαφορετικά αναπτυξιακά γλωσσικά προφίλ". Psychology: the Journal of the Hellenic Psychological Society 26, № 1 (2021): 40. http://dx.doi.org/10.12681/psy_hps.26242.

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The role of language in children’s psychosocial competence is fundamental, as it contributes to the emotional and behavioral self-regulation as well as to the interpersonal relationships. In line, recent research evidence emphasizes that children with Developmental Language Disorder (DLD), who have significant language deficiencies, often face psychosocial difficulties that challenge academic/school achievement. The aim of the present study is to provide the most detailed description of oral skills (phonology, semantics, morphology, pragmatics and narrative discourse) and psychosocial adaptati

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Eames, Catrin, Rebecca Crane, Eluned Gold, and Sophie Pratt. "Mindfulness-based wellbeing for socio-economically disadvantaged parents: a pre-post pilot study." Journal of Children’s Services 10, no. 1 (2015): 17–28. http://dx.doi.org/10.1108/jcs-09-2014-0040.

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Purpose – Behavioural parent training (PT) interventions partially mediate risk factors for the development of child behavioural problems. Mindfulness skills could have benefit in alleviating the impact of these risk factors for parents who are socio-economically disadvantaged. The paper aims to discuss these issues. Design/methodology/approach – A pre-post single group comparison of disadvantaged mothers attending the Mindfulness-Based Wellbeing for Parents (MBW-P) programme. Findings – Changes were observed in facets of parental stress (Parenting Stress Index-Short Form; Abidin, 1995), depre

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Hollo, Alexandra, Jason C. Chow, and Joseph H. Wehby. "Profiles of Language and Behavior in Students With Emotional Disturbance." Behavioral Disorders 44, no. 4 (2018): 195–204. http://dx.doi.org/10.1177/0198742918804803.

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Although global associations between language and behavioral development are well established, relations among components and subgroups within these disorders remain unclear. The primary aim of this study was to explore whether language components differed by behavioral subtypes: internalizing only, externalizing only, or both. To control for confounding factors identified in prior studies related to sampling and measurement, we conducted profile analyses of receptive, expressive, pragmatic, semantic, syntactic, or higher order language skills in 46 boys with emotional disturbance (ED) using o

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Cherewick, Megan, Sarah Lebu, Christine Su, and Ronald E. Dahl. "An Intervention to Enhance Social, Emotional, and Identity Learning for Very Young Adolescents and Support Gender Equity: Protocol for a Pragmatic Randomized Controlled Trial." JMIR Research Protocols 9, no. 12 (2020): e23071. http://dx.doi.org/10.2196/23071.

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Background The onset of puberty is a pivotal period of human development that is associated with significant changes in cognitive, social, emotional, psychological, and behavioral processes that shape identity formation. Very early adolescence provides a critical opportunity to shape identity formation around gender norms, attitudes, and beliefs before inequitable gender norms are amplified during and after puberty. Objective The aim of the Discover Learning Project is to integrate strategic insights from developmental science to promote positive transformation in social, emotional, and gender

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Hyter, Yvette D. "Childhood Maltreatment Consequences on Social Pragmatic Communication: A Systematic Review of the Literature." Perspectives of the ASHA Special Interest Groups 6, no. 2 (2021): 262–87. http://dx.doi.org/10.1044/2021_persp-20-00222.

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Purpose Maltreatment is a threat to child health and well-being and negatively influences all aspects of development, including language. Less seems to be known about the consequences that maltreatment has on social pragmatic communication. A systematic review of the literature was performed to summarize existing empirical research on complex trauma (the impact of maltreatment, including abuse and neglect, in the caregiving system) on social pragmatic communication of children and youth. The goal of this review article was to review the empirical evidence of the association between maltreatmen

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Cordier, Reinie, Natalie Munro, Sarah Wilkes-Gillan, Lydia Ling, Kimberley Docking, and Wendy Pearce. "Evaluating the pragmatic language skills of children with ADHD and typically developing playmates following a pilot parent-delivered play-based intervention." Australian Occupational Therapy Journal 64, no. 1 (2016): 11–23. http://dx.doi.org/10.1111/1440-1630.12299.

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Camden, Chantal, Jill G. Zwicker, Melanie Morin, et al. "Web-based early intervention for children with motor difficulties aged 3–8 years old using multimodal rehabilitation (WECARE): protocol of a patient-centred pragmatic randomised trial of paediatric telerehabilitation to support families." BMJ Open 11, no. 4 (2021): e046561. http://dx.doi.org/10.1136/bmjopen-2020-046561.

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IntroductionMild motor difficulties in children are underdiagnosed despite being highly prevalent, leaving such children often underserved and at higher risk for secondary consequences such as cardiovascular disease and anxiety. Evidence suggests that early patient-oriented interventions, coaching parents and providing children with early stimulation should be provided, even in the absence of a diagnosis. Such interventions may be effectively delivered via telerehabilitation.Methods and analysisA family-centred, pragmatic randomised controlled trial will be carried out to evaluate the real-wor

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Varley, Danielle, Barry Wright, Cindy Cooper, et al. "Investigating SOcial Competence and Isolation in children with Autism taking part in LEGO-based therapy clubs In School Environments (I-SOCIALISE): study protocol." BMJ Open 9, no. 5 (2019): e030471. http://dx.doi.org/10.1136/bmjopen-2019-030471.

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IntroductionSocial skills training interventions for children with autism spectrum disorder (ASD) typically focus on a skills deficit model rather than building on existing skills or encouraging the child to seek their own solutions. LEGO-based therapy is a child-oriented intervention to help improve social interactional skills and reduce isolation. The therapy is designed for school-age children with ASD and uses group-based play in a school setting to encourage peer relationships and social learning. Despite the reported potential benefits of LEGO-based therapy in a prior randomised controll

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Anjum, Munir Hussain, Muhammad Munir Kayani, and N. B. Jumani. "The Effect of Task Based Language Learning (TBLL) on Developing Speaking Skills of Secondary School Learners in Pakistan." International Journal of English Linguistics 9, no. 2 (2019): 283. http://dx.doi.org/10.5539/ijel.v9n2p283.

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The objective of the present study was to investigate the effect of task based language learning on developing speaking skills of secondary level learners. To achieve this objective, a task based instructional programme consisted of four units of textbook of grade IX was developed. The students of IX grade of Islamabad district were the population of the study. Two groups experimental and control were randomly taken in a natural setting from a randomly selected school of Islamabad district. Both groups were pre and post-tested to determine the difference in their mean scores. Both groups were

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Mebrahtu, Helen, Victoria Simms, Zivai Mupambireyi, et al. "Effects of parenting classes and economic strengthening for caregivers on the cognition of HIV-exposed infants: a pragmatic cluster randomised controlled trial in rural Zimbabwe." BMJ Global Health 4, no. 5 (2019): e001651. http://dx.doi.org/10.1136/bmjgh-2019-001651.

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IntroductionHIV-exposed children show signs of developmental delay. We assessed the impact of a pragmatic multicomponent intervention for caregivers of HIV-exposed children aged 0–2 years in Zimbabwe.MethodsWe conducted a cluster-randomised trial from 2016 to 2018. Clusters were catchments surrounding clinics, allocated (1:1) to either National HIV guidelines standard of care or standard care plus an 18-session group intervention comprising i) early childhood stimulation (ECS) and parenting training with home visits to reinforce skills and retention in HIV care; ii) economic strengthening. Pri

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Prévost, Philippe, Laurice Tuller, Racha Zebib, Marie Anne Barthez, Joëlle Malvy, and Frédérique Bonnet-Brilhault. "Pragmatic versus structural difficulties in the production of pronominal clitics in French-speaking children with autism spectrum disorder." Autism & Developmental Language Impairments 3 (January 2018): 239694151879964. http://dx.doi.org/10.1177/2396941518799643.

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Background and aims Impaired production of third person accusative pronominal clitics is a signature of language impairment in French-speaking children. It has been found to be a prominent and persistent difficulty in children and adolescents with specific language impairment. Previous studies have reported that many children with autism spectrum disorder also have low performance on these clitics. However, it remains unclear whether these difficulties in children with autism spectrum disorder are due to structural language impairment or to pragmatic deficits. This is because pragmatics skills

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Chang, Larry W., Ismail Mbabali, Heidi Hutton, et al. "Novel community health worker strategy for HIV service engagement in a hyperendemic community in Rakai, Uganda: A pragmatic, cluster-randomized trial." PLOS Medicine 18, no. 1 (2021): e1003475. http://dx.doi.org/10.1371/journal.pmed.1003475.

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Background Effective implementation strategies are needed to increase engagement in HIV services in hyperendemic settings. We conducted a pragmatic cluster-randomized trial in a high-risk, highly mobile fishing community (HIV prevalence: approximately 38%) in Rakai, Uganda, to assess the impact of a community health worker-delivered, theory-based (situated Information, Motivation, and Behavior Skills), motivational interviewing-informed, and mobile phone application-supported counseling strategy called “Health Scouts” to promote engagement in HIV treatment and prevention services. Methods and

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Hibbs, Rebecca, Nicholas Magill, Elizabeth Goddard, et al. "Clinical effectiveness of a skills training intervention for caregivers in improving patient and caregiver health following in-patient treatment for severe anorexia nervosa: pragmatic randomised controlled trial." BJPsych Open 1, no. 1 (2015): 56–66. http://dx.doi.org/10.1192/bjpo.bp.115.000273.

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BackgroundFamilies express a need for information to support people with severe anorexia nervosa.AimsTo examine the impact of the addition of a skills training intervention for caregivers (Experienced Caregivers Helping Others, ECHO) to standard care.MethodPatients over the age of 12 (mean age 26 years, duration 72 months illness) with a primary diagnosis of anorexia nervosa and their caregivers were recruited from 15 in-patient services in the UK. Families were randomised to ECHO (a book, DVDs and five coaching sessions per caregiver) or treatment as usual. Patient (n=178) and caregiver (n=26

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Coppo, Alessandro, Silvia Gattino, Fabrizio Faggiano, et al. "Psychosocial empowerment-based interventions for smoking reduction: concepts, measures and outcomes. A systematic review." Global Health Promotion 27, no. 4 (2020): 88–96. http://dx.doi.org/10.1177/1757975920929400.

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Although empowerment is a widely used concept in health-related areas, its definition remains unclear. While there is evidence for the effectiveness of empowerment interventions in improving some psychosocial factors linked to health (e.g. patient self-care strategy, coping skills, access and effective use of health services) and some health outcomes like mental health and HIV/AIDS-related behaviour, other data appear to contradict this. Moreover, concepts, measures, and outcomes related to empowerment are operationalized in different ways. Using the case of tobacco control programmes, we want

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Davies, Jason, Pamela Ugwudike, Hayley Young, Chloe Hurrell, and Peter Raynor. "A Pragmatic Study of the Impact of a Brief Mindfulness Intervention on Prisoners and Staff in a Category B Prison and Men Subject to Community-Based Probation Supervision." International Journal of Offender Therapy and Comparative Criminology 65, no. 1 (2020): 136–56. http://dx.doi.org/10.1177/0306624x20944664.

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Objectives: This article presents two studies assessing the impact of mindfulness in prison (prisoners and staff) and non-custodial settings. Method: Study 1—prisoners ( n = 17) and staff ( n = 15) in a UK prison completed a mindfulness program; 16 individuals acted as a single time point comparison. Data were collected using self-report, computer based and physiological measurement. Study 2—men under community probation supervision were allocated to mindfulness (completed, n = 28) or TAU ( n = 27). Data were collected using self-report mindfulness measures. Results: Study 1—statistically sign

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Girolametto, Luigi, Megan Wiigs, Ron Smyth, Elaine Weitzman, and Patsy Steig Pearce. "Children With a History of Expressive Vocabulary Delay." American Journal of Speech-Language Pathology 10, no. 4 (2001): 358–69. http://dx.doi.org/10.1044/1058-0360(2001/030).

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Outcomes of 21 children who were previously identified as late talkers were investigated at 5 years of age. The model of service delivery used for these children included a parent program for preventive intervention when the children were 2 years old, followed by focused direct intervention for children whose gains in speech and/or language skills continued to be slow. Their outcomes at 5 years of age were investigated using general language measures as well as higher level language tasks designed to stress the language system. Late talkers’ results were compared to those of a comparison group

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Hevey, David, Jennifer Wilson O’Raghallaigh, Veronica O’Doherty, and Katie Lonergan. "Pre-post effectiveness evaluation of Chronic Disease Self-Management Program (CDSMP) participation on health, well-being and health service utilization." Chronic Illness 16, no. 2 (2018): 146–58. http://dx.doi.org/10.1177/1742395318792063.

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ObjectivesThe Chronic Disease Self-Management Program (CDSMP) is a standardized self-management intervention for patients with various chronic diseases. CDSMP provides self-management skills to enhance patient health, well-being, and coping skills. The present study evaluates the effectiveness of CDSMP delivered in routine clinical services on health, health behaviors and healthcare utilization in patients with various chronic illnesses.MethodsA pragmatic single group pre-post design evaluated the effectiveness of the CDSMP in an Irish cohort using self-report data collected by service provide

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Krupa, Murugesan, Prakash Boominathan, Swapna Sebastian, and Padmasani Venkat Ramanan. "Assessment of Communication in Children With Autism Spectrum Disorder in South India: Influence of Environment." Communication Disorders Quarterly 41, no. 1 (2018): 34–41. http://dx.doi.org/10.1177/1525740118793978.

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Assessment of communication skills in children with autism spectrum disorder (ASD) is challenging in an unfamiliar clinical environment due to their limited verbal output and inadequate motivation to communicate. To analyze whether the communication sample recorded at clinic represents the child’s competence and performance, this study compared caregiver–child interaction in 24 to 48 months old children with ASD ( n = 10, M = 38.2 months) at clinic and home. The 30-minute caregiver–child interaction at clinic and home was video recorded and analyzed for frequency of pragmatic acts (initiations

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Fontoura, Denise Ren da, Jaqueline de Carvalho Rodrigues, Luciana Behs de Sá Carneiro, Ana Maria Monção, and Jerusa Fumagalli de Salles. "Rehabilitation of language in expressive aphasias: a literature review." Dementia & Neuropsychologia 6, no. 4 (2012): 223–35. http://dx.doi.org/10.1590/s1980-57642012dn06040006.

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ABSTRACT Objective: This paper reviews the methodological characteristics of studies on rehabilitation of expressive aphasia, describing the techniques of rehabilitation used. Methods: The databases Medline, Science Direct and PubMed were searched for relevant articles (January 1999 to December 2011) using the keywords Expressive / Broca / Nonfluent Aphasia, combined with Language or Speech Rehabilitation / Therapy / Intervention. Results: A total of 56 articles were retrieved describing rehabilitation techniques, including 22 with a focus on lexical processing, 18 on syntax stimulation, seven

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Wilkes-Gillan, Sarah, Alycia Cantrill, Lauren Parsons, Cally Smith, and Reinie Cordier. "The pragmatic language, communication skills, parent–child relationships, and symptoms of children with ADHD and their playmates 18-months after a parent-delivered play-based intervention." Developmental Neurorehabilitation 20, no. 5 (2016): 317–22. http://dx.doi.org/10.1080/17518423.2016.1188861.

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Atri, Ashutosh, and Manoj Sharma. "Designing a Mental Health Education Program for South Asian International Students in United States." Californian Journal of Health Promotion 4, no. 2 (2006): 144–54. http://dx.doi.org/10.32398/cjhp.v4i2.1940.

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Migration predisposes international students to problems related to mental health. Students from Asia experience a totally different culture when they move to the United States. Within Asia there are several heterogeneous subgroups and one such group is that of South Asians or the students from the Indian Subcontinent that share somewhat similar culture. Often due to achievement of academic success this group is considered a “model minority” group but that is not the case when we see mental health issues. Hence, the purpose of this study was to identify predictors of mental health and psycholo

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Atri, Ashutosh, and Manoj Sharma. "Designing a Mental Health Education Program for South Asian International Students in United States." Californian Journal of Health Promotion 4, no. 3 (2006): 135–45. http://dx.doi.org/10.32398/cjhp.v4i3.1965.

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Migration predisposes international students to problems related to mental health. Students from Asia experience a totally different culture when they move to the United States. Within Asia there are several heterogeneous subgroups and one such group is that of South Asians or the students from the Indian Subcontinent that share somewhat similar culture. Often due to achievement of academic success this group is considered a “model minority” group but that is not the case when we see mental health issues. Hence, the purpose of this study was to identify predictors of mental health and psycholo

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Bai, Pulan, Ashleigh Thornton, Leanne Lester, et al. "Nature Play and Fundamental Movement Skills Training Programs Improve Childcare Educator Supportive Physical Activity Behavior." International Journal of Environmental Research and Public Health 17, no. 1 (2019): 223. http://dx.doi.org/10.3390/ijerph17010223.

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Background: Physical activity professional development programs for Early Childhood Education and Care (ECEC) educators are a viable strategy for improving preschool children’s physical activity behavior. This pilot intervention evaluated the effectiveness of ‘nature play’ and ‘fundamental movement skills’ (FMS) professional development programs on ECEC educators’ practices on physical activity. Methods: 148 ECEC educators from 20 ECEC centers took part in either the Nature play or FMS professional development programs in Perth, Western Australia. Educators self-reported their physical activit

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Lincoln, Taylor, Anne-Marie Shields, Praewpannarai Buddadhumaruk, et al. "Protocol for a randomised trial of an interprofessional team-delivered intervention to support surrogate decision-makers in ICUs." BMJ Open 10, no. 3 (2020): e033521. http://dx.doi.org/10.1136/bmjopen-2019-033521.

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IntroductionAlthough shortcomings in clinician–family communication and decision making for incapacitated, critically ill patients are common, there are few rigorously tested interventions to improve outcomes. In this manuscript, we present our methodology for the Pairing Re-engineered Intensive Care Unit Teams with Nurse-Driven Emotional support and Relationship Building (PARTNER 2) trial, and discuss design challenges and their resolution.Methods and analysisThis is a pragmatic, stepped-wedge, cluster randomised controlled trial comparing the PARTNER 2 intervention to usual care among 690 in

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Jacobson, Nora, Roberta Johnson, Bri Deyo, Esra Alagoz, and Andrew Quanbeck. "Systems consultation for opioid prescribing in primary care: a qualitative study of adaptation." BMJ Quality & Safety 28, no. 5 (2018): 397–404. http://dx.doi.org/10.1136/bmjqs-2018-008160.

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BackgroundIn order to promote guideline-concordant opioid prescribing practices, a blended implementation strategy called systems consultation was pilot tested in four primary care clinics in one US health system.ObjectivesTo describe (1) how systems consultation worked during the pilot test and (2) the modifications necessary to adapt this implementation strategy to primary care.MethodsA team of investigators conducted observations (n=24), focus groups (n=4) and interviews (n=2). The team; kept contact logs documenting all interactions with the intervention clinics and preserved all work prod

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