Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 141-157 |
| Number of pages | 17 |
| Journal | Child Language Teaching and Therapy |
| Volume | 31 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Jun 2015 |
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Outcomes and predictors in preschoolers with speech-language and/or developmental mobility impairments. / Washington, Karla N.; Thomas-Stonell, Nancy; McLeod, Sharynne; Warr-Leeper, Genese.
In: Child Language Teaching and Therapy, Vol. 31, No. 2, 06.2015, p. 141-157.Research output: Contribution to journal › Article
TY - JOUR
T1 - Outcomes and predictors in preschoolers with speech-language and/or developmental mobility impairments
AU - Washington, Karla N.
AU - Thomas-Stonell, Nancy
AU - McLeod, Sharynne
AU - Warr-Leeper, Genese
N1 - Includes bibliographical references.
PY - 2015/6
Y1 - 2015/6
N2 - The purpose of this article is to describe communicative-participation outcomes measured by the Focus on the Outcomes of Communication Under Six (FOCUS©; Thomas-Stonell et al., 2013) for interventions provided by speech-language pathologists (SLPs) in different community settings for preschoolers with speech-language impairments (Sp/LI) with and without developmental mobility impairments (MI). The predictive relationships between communicative-participation and (1) functioning-and-disability, and (2) contextual factors, was also investigated. Sixty-one preschoolers with Sp/LI and their parents participated. Twenty-six preschoolers were identified with Sp/LI and received speech-language interventions (Group 1), 20 preschoolers were identified with Sp/LI and MI and received speech-language interventions (Group 2), and 15 preschoolers with Sp/LI awaiting intervention served as waitlist controls (Group 3). Parents completed structured interviews about children’s communicative-participation outcomes using the FOCUS© at three time points (pre-intervention, post-intervention, and 3-months post-intervention) with an SLP. Only Groups 1 and 2 experienced statistically and clinically meaningful communicative-participation outcomes over time as measured by the FOCUS©. Pre- to post-intervention communicative-participation was predicted by functioning-and-disability and contextual factors, initial social skills and intervention status, respectively. Post-intervention to 3-month post-intervention scores were also predicted by functioning-and-disability and contextual factors, risk status (Sp/LI only, Sp/LI+developmental MI) and intervention status, respectively. Significant and clinically meaningful changes in communicative-participation over time are associated with speech-language interventions for preschoolers with Sp/LI.
AB - The purpose of this article is to describe communicative-participation outcomes measured by the Focus on the Outcomes of Communication Under Six (FOCUS©; Thomas-Stonell et al., 2013) for interventions provided by speech-language pathologists (SLPs) in different community settings for preschoolers with speech-language impairments (Sp/LI) with and without developmental mobility impairments (MI). The predictive relationships between communicative-participation and (1) functioning-and-disability, and (2) contextual factors, was also investigated. Sixty-one preschoolers with Sp/LI and their parents participated. Twenty-six preschoolers were identified with Sp/LI and received speech-language interventions (Group 1), 20 preschoolers were identified with Sp/LI and MI and received speech-language interventions (Group 2), and 15 preschoolers with Sp/LI awaiting intervention served as waitlist controls (Group 3). Parents completed structured interviews about children’s communicative-participation outcomes using the FOCUS© at three time points (pre-intervention, post-intervention, and 3-months post-intervention) with an SLP. Only Groups 1 and 2 experienced statistically and clinically meaningful communicative-participation outcomes over time as measured by the FOCUS©. Pre- to post-intervention communicative-participation was predicted by functioning-and-disability and contextual factors, initial social skills and intervention status, respectively. Post-intervention to 3-month post-intervention scores were also predicted by functioning-and-disability and contextual factors, risk status (Sp/LI only, Sp/LI+developmental MI) and intervention status, respectively. Significant and clinically meaningful changes in communicative-participation over time are associated with speech-language interventions for preschoolers with Sp/LI.
KW - Children
KW - Communication
KW - Early childhood
KW - Education
KW - ICF
KW - Language
KW - Mobility
KW - Speech
U2 - 10.1177/0265659014539689
DO - 10.1177/0265659014539689
M3 - Article
VL - 31
SP - 141
EP - 157
JO - Child Language Teaching and Therapy
JF - Child Language Teaching and Therapy
SN - 0265-6590
IS - 2
ER -