Translating Enhanced Conversational Recast to a Telepractice Setting

Autor/inn/en	Arnold, Haley L.; Plante, Elena; Vance, Rebecca
Titel	Translating Enhanced Conversational Recast to a Telepractice Setting
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 2, S.275-289 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Plante, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Developmental Disabilities; Language Impairments; Speech Therapy; Outcomes of Treatment; Telecommunications; Young Children; Grammar; Videoconferencing; Auditory Stimuli + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsproximale Sprachtherapie; Logotherapie; Telekommunikationstechnik; Frühe Kindheit; Grammatik; Auditive Stimulation
Abstract	Purpose: This investigation adapted a well-studied language treatment method, Enhanced Conversational Recast, paired with auditory bombardment to a teletherapy format. Method: The study used a single case series approach (n = 7) to determine the feasibility of teletherapy with children ages 5 and 6 years of age. Treatment targeted grammatical errors in the context of dialogic reading and craft activities. Clinicians administered 24 doses in the form of focused conversational recasting, followed by 12 doses consisting of simple sentences containing the grammatical forms targeted for remediation. Children were treated for up to 26 sessions, with four children treated on consecutive weekdays and three treated twice a week. Treatment progress was operationalized as generalization of target grammatical forms to untreated linguistic contexts, as well as spontaneous use of the treated form. To control for nontreatment effects, generalization of an untreated form was also tracked throughout the treatment period. Results: Six of the seven children showed clinically meaningful gains in the use of the grammatical forms targeted for treatment within the treatment period. This was true for children enrolled in both treatment schedules. Learning for treated forms was retained after treatment was discontinued. In comparison, no change was seen for untreated forms for six of the seven children. Conclusions: The results suggest that this treatment method is feasible in a telepractice format, even with young children. The range of individual results is generally comparable to previous face-to-face versions of this treatment. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01