| 1. |
- Andersson, Ketty, et al.
(författare)
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Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers
- 2022
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Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 38:2, s. 166-179
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Tidskriftsartikel (refereegranskat)abstract
- Continued professional development (CPD), tailored to teachers’ needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers’ perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A percentage change score for changes between T1 and T2 was calculated, to compare the direct and delayed intervention tracks and assess any intervention effect. Results revealed no significant difference between the groups, i.e., the intervention had no effect on teacher self-reports. The teachers gave an overall positive evaluation of the CPD. Thematic analyses revealed continued need for professional development and insights into the reciprocal influence of student and teacher behaviour. The quantitative and qualitative results paint somewhat different pictures showing the need of mixed methods when analysing these kinds of data.
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| 2. |
- Bergström, Emma, et al.
(författare)
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An interactive shared Reading intervention designed for preverbal infants : A feasibility study exploring early language and cognitive development
- 2024
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Ingår i: Child Language Teaching and Therapy. - : Sage Publications. - 0265-6590 .- 1477-0865.
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Tidskriftsartikel (refereegranskat)abstract
- Creating an environment suitable for language acquisition through shared reading significantly contributes to improving a child's language development and parent–child relationship. Reading in an interactive way, such as dialogic reading, is favorable. Nevertheless, dialogic reading is designed for children above the age of two and shared reading is recommended to start during the child's first year. The present study aimed to explore the feasibility of an interactive shared reading intervention, inspired by dialogic reading, where the reading techniques were designed to complement infants’ preverbal developmental level. The study further intended to explore its preliminary effect on infants’ cognitive and language development. Eleven parent–infant dyads participated, bi-monthly, in four in-depth intervention sessions where the shared reading techniques were modeled. Between sessions, parents and infants engaged in shared reading using these techniques. Post-intervention interviews served to reflect the feasibility of the intervention. Infant cognitive and language assessments were conducted pre- and post-intervention using BAYLEY-III and CSBS DP ITC. Favorable results regarding feasibility and infant language development were found, however, for cognitive development the results were non-significant. We discuss clinical considerations and the scope for conducting future studies.
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| 3. |
- Bruce, Barbro, et al.
(författare)
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An exploratory study of verbal interaction between children with different profiles of DLD and their classroom teachers in educational dialogues
- 2019
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Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 35:3, s. 189-201
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Tidskriftsartikel (refereegranskat)abstract
- Children with a history of developmental language disorder (DLD) entering school are a challenge for classroom teachers. Teachers are often not very familiar with DLD, and language difficulties in school age children are often not obvious in context-supported everyday language. However, their language is still vulnerable. The teachers’ way of talking with four children with DLD, two with predominantly production difficulties and stronger language comprehension and two with language comprehension difficulties were studied in two types of context, differing in their degree of structure. Variables for a quantitative analysis were number of words per minute and mean length of utterance (MLU) in words for both teachers and children, and the number of questions asked by the teacher. A qualitative analysis focused on identifying typical characteristics depending on context and the child’s type of difficulties. In both contexts the teachers talked more than the children, but the difference was smaller in the less structured context, mainly because the children talked more. The two children with predominantly production difficulties seemed to take advantage of the opportunities to take initiatives offered in the less structured context. The children with comprehension difficulties function better in the more structured context, where their comprehension difficulties were less obvious. Studies with more rigorous design analysing more aspects of teacher’s interactive behavior in different contexts and with children with different linguistic profiles are needed to provide teachers with information to raise their awareness of how to provide support adapted to the linguistic profiles of children with DLD.
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| 4. |
- Bruce, Barbro, et al.
(författare)
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Interactional style, elicitation strategies and language production in professional language intervention
- 2007
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Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 23:3, s. 253-266
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores language intervention for children with specific language impairment in Sweden. The elicitation strategies, style of interaction and language production used by speech and language pathologists (SLPs) were analyzed in two conditions, free conversation and training of grammar. In training, the grammatical targets were used significantly more often by the SLPs, but not by the children. In the free conversations the children talked more and had significantly higher mean length of utterance in words and the SLPs linked significantly more to the child's focus. The two conditions represent different, but complementary approaches to language intervention.
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| 5. |
- Brännström, Karl Jonas, et al.
(författare)
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Children’s experiences of their learning environment : Psychometric properties of a questionnaire evaluating classroom environment, activities and interactions
- 2022
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Ingår i: Child Language Teaching and Therapy. - : Sage Publications. - 0265-6590 .- 1477-0865. ; 38:1, s. 59-77
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Tidskriftsartikel (refereegranskat)abstract
- The present study reports on the development of a questionnaire that evaluates children's experiences of their physical classroom environment, activities and interactions. It also explores the psychometric properties of the questionnaire and how acoustical characteristics of the classroom, class size and student characteristics (age, sex and Swedish as a second language) influence the self-reported outcomes. After development, the questionnaire name should read Activities and Interactions in the Classroom were administered to 101 students (7.9–10.7 years old). Demographic information about the students was collected from parents. The psychometric properties including test–retest reliability are good but can be improved by reducing the number of items. Acoustical characteristics of the classrooms and student characteristics did not predict questionnaire outcomes. As the acoustical conditions in students’ classrooms were close to optimal, communication fostering support should be in focus. The present questionnaire can be used to assess young students’ experiences of their classroom environment and learning situations. © The Author(s) 2021.
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| 6. |
- Fäldt, Anna, 1975-, et al.
(författare)
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Family and child health centre characteristics associated with exposure to universal language and literacy promotion
- 2023
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Ingår i: Child Language Teaching and Therapy. - : Sage Publications. - 0265-6590 .- 1477-0865. ; 39:1, s. 5-15
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Tidskriftsartikel (refereegranskat)abstract
- Aims: This study investigated which specific socio-demographic characteristics of the family and child health service centre are associated with parents receiving a video guide. The video guide, intended to be offered universally, aimed at promoting language and literacy development.Methods: The video guide included language and literacy activities and was offered through child healthcare centres to all visiting families. Cross-sectional data were collected during three years through parental self-reported questionnaires when the children were three years old, and families of 2512 children were included.Results: In 60% of the families, none of the parents reported receiving the video guide, and in 84%, none of the parents reported that they had watched the video guide. Most of the parents who watched the video guide reported having tried the presented activities. Socio-demographic characteristics associated with parents having received the video guide were: being married or cohabiting, having a university education, or if the mother was native-born. The child's age when the video guide was initially offered and the child's birth order were also factors associated with parents having received the video guide.Conclusions: The results indicate that few parents overall received the video guide. Socio-economically advantaged parents seemed to have received the video guide to a higher extent.
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| 7. |
- Hedenbro, Monica, et al.
(författare)
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A case study of parent—child interactions of a child with autistic spectrum disorder (3—48 months) and comparison with typically-developing peers
- 2007
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Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 23:2, s. 201-222
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Tidskriftsartikel (refereegranskat)abstract
- Early triadic interaction, the reciprocal action between mother—father—child, is described in the family of a girl diagnosed with autistic spectrum disorder (DSM 299.00) and learning difficulties at seven years. By chance, the family participated in a longitudinal study examining triadic interaction in 20 Swedish families using the Lausanne Triadic Play method. Quantitative and qualitative observations were made when the children were three, nine, 18 and 48 months of age. Compared with the other families, deviation was noted in early triadic synchronization, most clearly when the girl was nine months old. At three months, the girl took more turns and participated in more turn-taking sequences than the other children. However, at nine months, she gave more attention to objects. At 18 months, she had less eye contact with her parents and less shared focus and at 48 months her language skills were poorly developed. The mother showed more frequent contributions and more frequent turns at the two observations during infancy. The father showed deviations in attention to the child and affirmation at nine months and negative vocalization at 18 months. These findings are discussed in terms of their importance with regard to early intervention. Assessment of the family interaction using home observations seems to be of special importance.
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| 8. |
- Nettelbladt, Ulrika, et al.
(författare)
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Why ask questions? Contextual effects on the grammatical structure in the language production of children with SLI
- 2001
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Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 17:2, s. 89-106
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Tidskriftsartikel (refereegranskat)abstract
- In this small-scale study we investigated the influence of different aspects of context on the language production of children with specific language impairment (SLI). Each of the variables, type of partner, the partner’s interactional style and the type of material used for eliciting conversation, was related to the probability of the use of a set of grammatical constructions by the child. The results show that the interactional style of the conversational partner as well as the type of elicitation material used can have an influence on the grammatical complexity in the language production of children with SLI. Further investigation of such contextual effects from a dialogical perspective would have important implications for intervention with these children.
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| 9. |
- Nilsson, C, et al.
(författare)
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How are speech sound disorders perceived among children? A qualitative content analysis of focus group interviews with 10-11-year-old children
- 2021
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Ingår i: CHILD LANGUAGE TEACHING & THERAPY. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 37:2, s. 163-175
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The aims of this study were to identify children’s reactions towards speech sound disorders (SSD) in other children and whether these reactions can be related to specific speech characteristics. Six audio samples, each containing minute-long resumes of short animated film by five children with SSDs and one child with typical speech (TS), aged 5–9 years, were played back to 17 10–11-year-olds, during four focus group interviews. The transcribed interviews underwent a qualitative content analysis. The analysis resulted in five identified main themes of listener reactions, concerning the experiences as a listener, the perspective of the speaker, as well as observations of speech characteristics. Reactions of empathy were expressed towards a perceived misalignment between speaker age and speech production proficiency. Awareness of peer reactions are clinically useful, for the understanding and acknowledgement of everyday contextual factors of children with SSDs, during planning and motivation of speech intervention. The children’s self-selected terminology may serve future quantitative investigations to further determine the boundaries of acceptability towards SSDs as well as towards non-standard sociolects or language varieties.
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| 10. |
- Reuterskiöld, Christina, et al.
(författare)
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Tor: A case study of a boy between the ages of three and eight
- 2005
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Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 21:2, s. 123-145
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Tidskriftsartikel (refereegranskat)abstract
- Longitudinal data are presented on a boy between the ages ofthree and eight. At age three he received a diagnosis oflanguage impairment and at age six a diagnosis of high-functioning autism. Results are presented from extensive assessments at four points in time, including interviews with his mother and teachers. The results indicate that the boy s core problem was poor language comprehension, especially evident in group situations. The results also show that symptoms of his pragmatic impairment varied over time, partly as a function ofcontextual demands. A dimensional approach to capture pragmatic difficulties in children is suggested.
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| 11. |
- Reuterskiöld, Christina, et al.
(författare)
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What's the story? Narration and comprehension in Swedish preschool children with language impairment
- 1999
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Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 15:2, s. 113-137
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the possibility of identifying narrative problems at an early age (5-year-old children with language impairment). Furthermore, we explored the relationship between the comprehension of a story and the ability to structure the contents of the same story in a group of preschool children with language impairment. The results showed that the participants did not exhibit age-appropriate narrative skills. We also found that good comprehension of the narrative is a prerequisite for the ability to produce a story with a content structure in a retelling task. Methodological issues are discussed and the clinical implications highlighted.
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| 12. |
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| 13. |
- Samuelsson, Christina, et al.
(författare)
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On the relationship between prosody and pragmatic ability in Swedish children with language impairment
- 2005
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Ingår i: Child Language Teaching and Therapy. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 21:3, s. 279-304
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Tidskriftsartikel (refereegranskat)abstract
- A previous study has shown that Swedish children with language impairment have prosodic problems at different levels oflanguage. The aim ofthis study is to investigate prosodic problems at the discourse level in two ofthe children to see whether they are related to pragmatic problems. Prosodic and pragmatic abilities were assessed by perceptual and acoustic evaluations. The children's communication checklist (CCC) was used to evaluate the children's pragmatic abilities and analysis ofspontaneous speech samples was made. The results of the perceptual evaluations showed that the children have prosodic problems at the discourse level. The acoustic analysis also provided some support of this result. According to the CCC and the analysis ofspontaneous speech samples the children had pragmatic problems. The results support the assumption that the prosodic problems at the discourse level are related to the pragmatic problems and indicate that the prosodic problems might be secondary to the pragmatic problems. However, far-reaching generalizations can not be made from this case study of two children.
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| 14. |
- Samuelsson, Christina, et al.
(författare)
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On the use of Conversation Analysis and retrospection in intervention for children with language impairment
- 2015
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Ingår i: Child Language Teaching and Therapy. - : SAGE Publications (UK and US). - 0265-6590 .- 1477-0865. ; 31:1, s. 19-36
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Tidskriftsartikel (refereegranskat)abstract
- Models of speech and language intervention for communicative disabilities vary from structured programmes to more interactive and ecological methods (Fey, 1986). Ideally, a model for intervention should fit the interests and personality of the patient, focus on crucial aspects of speech and language, and be suited to the patients everyday communication needs (Johnston, 2006). The present article addresses how features of everyday interaction and speech and language intervention may be captured and used for children with language impairment (LI), their caretakers, and speech and language therapists (SLTs), within and outside of clinical practice. Specifically, the aim of the study is to explore the use of retrospection (Erickson and Schultz, 1982), based on Conversation Analytical (CA) methodology (e.g. Schegloff, 2007), and to establish if and how CA-based retrospection may contribute to raising participants awareness of their own and others interactional behaviours. Retrospection here refers to sessions where participants watch and comment on sequences of video-recordings from intervention, as well as from situations captured in a variety of everyday settings. Four children with LI and three speech and language therapists participated, as well as parents of the children. The procedure comprised analysis and transcription of video-recordings of everyday interaction and intervention involving the children, retrospections with the children, the parents of the children with LI, and the SLTs, and analysis and transcription of the recordings made of the retrospections. The analysis of the retrospections generated four categories of phenomena relevant for intervention and everyday interaction: (I) Observations of well-functioning interaction strategies; (2) Observations of less well-functioning interaction strategies; (3) Assessment of positive performance; and (4) Comments relating to intervention. The results show that CA-based retrospection may be used to raise the participants awareness of their own interactional behaviours, and provide the opportunity to discuss strategies relevant for both intervention and everyday interaction for children with LI.
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| 15. |
- Samuelsson, Christina
(författare)
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Prosody intervention: A single subject study of a Swedish boy with prosodic problems
- 2011
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Ingår i: CHILD LANGUAGE TEACHING and THERAPY. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 27:1, s. 56-67
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Tidskriftsartikel (refereegranskat)abstract
- Swedish has a complicated prosodic system, compared, for example, with English. A large proportion of Swedish children with language impairment (LI) have prosodic problems to some extent. There are few descriptions in the literature of prosody intervention, which means that clinicians must rely on their overall linguistic and therapeutic knowledge when designing intervention for prosodic problems. The aim of the present study is to design an intervention package for prosodic problems in children and to evaluate this intervention. The article reports a single subject multiple baselines case study. The participant was a boy (aged 4 years and 6 months) with prosodic problems, mainly on word level but also on phrase and discourse level. The intervention was devised to address his problems and focused on word level prosody. The intervention was carried out over 6 weeks, comprising six 60-minute sessions. Post-intervention assessments were carried out immediately after intervention and 9 weeks later. The participant improved his overall prosodic skills significantly, as assessed by a procedure designed to capture prosody at word, phrase and discourse level. An evaluation of a spontaneous speech sample was also made by a panel of three experienced listeners, and they found some improvement in the participants prosody in connected speech, although this was not significant.
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| 16. |
- Samuelsson, Christina
(författare)
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Using conversation analysis to study prosodic problems in a child with language impairment
- 2009
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Ingår i: CHILD LANGUAGE TEACHING and THERAPY. - : SAGE Publications. - 0265-6590 .- 1477-0865. ; 25:1, s. 59-88
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Tidskriftsartikel (refereegranskat)abstract
- Prosody carries a lot of information relevant for our understanding of spoken messages. In addition, prosody plays an important role in signalling attitudes and emotions. Prosodic features also constitute an important resource that participants use to achieve mutual understanding in interaction. The aim of this study was to point to possible recurring patterns in the prosodic structure of language testing activities. A further aim was to discuss similarities between English and Swedish in these patterns. The main findings indicated a systematic use of prosody in the language testing activity Questions are mainly posed with rising intonation and answers are produced with rising intonation. Evaluations are produced with a final fall in the intonation. There was also some support for the assumption that this pattern occurs within a similar activity involving an English-speaking child and his SLT. The results of the present study showed that analysis of conversation and prosody in its conversational context is useful in order to reveal possible functions of features that would have been overlooked with a more deficit driven perspective.
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| 17. |
- Sigurd Pilesjö, Maja, 1959-, et al.
(författare)
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Teaching communication aid use in everyday conversation
- 2017
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Ingår i: Child Language Teaching and Therapy. - London : Sage Publications. - 0265-6590 .- 1477-0865. ; 33:3, s. 241-253
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Tidskriftsartikel (refereegranskat)abstract
- This Conversation Analysis study investigated how a speech and language therapist (SLT) created opportunities for communication aid use in multiparty conversation. An SLT interacted with a child with multiple disabilities and her grandparents in a home setting, using a bliss board. The analyses demonstrated a practice where the SLT employed sequential and multimodal methods to open up interactional spaces for board use. The board was used within this space either by the child, or by the SLT. The space was then closed by the SLT's attentive checking for confirmation or rejection of the meaning of the board indication. The meaning-making processes were actively initiated, supported, and closed by the therapist, using a variety of linguistic and bodily methods such as questions, non-finished turns, indication modeling, and adjusting the board's position. The child confirmed or rejected the therapist's moves using board indications, vocalizations, gaze, head movements, and smiles. The analysed practice creates opportunities for teaching and possibly also for learning how to use a communication aid.
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| 18. |
- Sundstrom, Simon, et al.
(författare)
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Small-group vocabulary intervention combining elements from shared book Reading and the Lexicon pirate method - A pilot study of multilingual children with speech, language and communication needs
- 2023
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Ingår i: Child Language Teaching and Therapy. - : SAGE PUBLICATIONS LTD. - 0265-6590 .- 1477-0865.
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Tidskriftsartikel (refereegranskat)abstract
- Multilingual children living in areas with low socioeconomic status (SES) are at an increased risk of having speech, language and communication needs (SLCN). Many multilingual children with SLCN in Sweden have insufficient basic vocabulary knowledge in the majority language, preventing them from achieving the schools learning goals. However, there is a lack of studies of interventions that could improve vocabulary development in this group, and that can be delivered in an everyday educational setting. This pilot study evaluates the effect of a school-based vocabulary group intervention, which combines elements from shared book reading and the Lexicon Pirate method, on vocabulary skills. A non-randomised pretest-posttest control group design was used. Eighteen six- to seven-year-old multilingual children attending preschool class in low SES areas either received intervention (n = 9) or were included in a control group (n = 9). The intervention group participated in 12 intervention sessions over six weeks. Word knowledge, semantic fluency, and comprehension of semantic relations were assessed pre- and post-intervention. Results revealed that children in the intervention group demonstrated significant gains in knowledge of both trained and untrained words, compared to the control group. No effects were found on semantic fluency or comprehension of semantic relations.
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| 19. |
- Sundström, Simon, et al.
(författare)
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Phonological and grammatical production in children with developmental language disorder and children with hearing impairment
- 2018
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Ingår i: Child Language Teaching and Therapy. - : SAGE PUBLICATIONS LTD. - 0265-6590 .- 1477-0865. ; 34:3, s. 289-302
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Tidskriftsartikel (refereegranskat)abstract
- Children with hearing impairment (HI) are at an increased risk of developing speech and language problems similar to those of children with developmental language disorder (DLD), including difficulties with phonology and grammar. This study investigated similarities and differences in phonological and grammatical production between children with bilateral sensorineural HI (n = 14) and children with DLD (n = 30) between 4-6 years of age and age-matched controls with typical language development and normal hearing (TLD) (n = 29), all with Swedish as their first language. Production of consonants, vowels, stress patterns and tonal word accents was assessed in a picture naming task, and in a word and nonword repetition task. Grammatical production was assessed for verb and noun morphology, and syntax. While performance for both children with HI and DLD were generally significantly below that of the controls with TLD, production of accents and syntax emerged as relative strengths. There were few differences between the between the children with HI and DLD, but noun-adjective agreement in predicative was more challenging for the children with HI. The results have implications for language assessment and planning of intervention.
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| 20. |
- Tegler, Helena, et al.
(författare)
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A comparison between the use of two speech-generating devices : A non-speaking student's displayed communicative competence and agency in morning meetings in a compulsory school for children with severe learning disabilities
- 2023
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Ingår i: Child Language Teaching and Therapy. - : Sage Publications. - 0265-6590 .- 1477-0865. ; 39:2, s. 175-194
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the displayed communicative competence and agency of a non-speaking student at a compulsory school for children with severe learning disabilities. The use of two different speech-generating devices (a single-message versus a multi-message speech-generating device) and the assignment of participation role (having the role of 'student' or 'teacher') were compared in two morning meetings. The two interactional sequences 'question-answers' and 'repair actions' were chosen because they provide participants with opportunities to display communicative competence and agency. The analysis showed that the displayed communicative competence and agency of the non-speaking student differed in relation to the kind of speech-generating device and the associated participatory role. Furthermore, the displayed communicative competence and agency was a product of the close collaboration between the student and the assistant and teachers who scaffolded the process. The study shows that teachers and assistants can influence the communicative competence and agency of non-speaking students.
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| 21. |
- Salameh, Eva-Kristina, et al.
(författare)
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Assessing phonologies in bilingual Swedish-Arabic children with and without language impairment
- 2003
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Ingår i: Child Language Teaching and Therapy. - 0265-6590. ; 19:3, s. 338-364
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Tidskriftsartikel (refereegranskat)abstract
- Ten Swedish-Arabic children with severe language impairment (LI) and 10 matched controls were tested with Swedish and Arabic phonology tests. The children with severe LI displayed significantly more of both syntagmatic and paradigmatic processes in both languages. The results are also discussed in relation to monolingual children in Swedish and Arabic, both children with a normal language development as well as with a language impairment. Both groups of Swedish-Arabic children tended to develop their two languages in the same way as monolingual children in each language, with some exceptions. Both groups had substantial lexical problems, especially in Arabic. Exposure to Swedish was an important variable relative to number of syntagmatic processes. The importance of assessing both languages is emphasized.
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