ORCID Profile
0000-0001-6064-5837
Current Organisation
University of Tasmania
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Publisher: Wiley
Date: 25-08-2021
Abstract: This study compared two dose frequency conditions of an explicit intervention with 50 trials per session designed to improve past tense marking in early school‐aged children with developmental language disorder (DLD). The influence of allomorphs on intervention effects was also examined. Data from previously conducted intervention studies were combined and analysed. Participants included nine children (mean age = 6 years) who received 20–30‐min intervention sessions provided twice per week for 10 weeks (1000 trials 400–600 min) and 20 children (mean age = 6 ) who received 20–30‐min intervention sessions provided once per week for 10 weeks (500 trials 200–300 min). Repeated measures included criterion‐referenced probes for production of untrained past tense verbs collected throughout baseline, intervention, and maintenance phases. The rate of progress in each phase was analysed using logistic regression. The proportion of participants who produced past tense allomorphs correctly at pre‐intervention, post‐intervention, and maintenance testing points was analysed. Logistic regression showed a stable baseline, highly significant progress during the intervention phase, and a marginally significant shallow decline during the maintenance phase. Those in the twice per week group showed a greater rate of progress during the intervention phase leading to significantly higher scores in the maintenance period when compared with the once per week group. The allomorphic category of past tense verbs did not appear to influence outcomes. Participants receiving intervention twice per week appeared to demonstrate a greater rate of progress with intervention than those receiving it once per week, although once per week was also effective. However, these results should be interpreted with caution. Limitations to study design indicate that a larger randomised controlled trial is required. All past tense allomorphs improve to a similar degree when treated with this intervention. Understanding the parameters of dosage and intensity are important for clinical practice. Research evaluating the efficacy and/or effectiveness of interventions delivered in different dose/intensity conditions is scarce. There appears to be different interpretations of what constitutes dosage and intensity in published research. This study retrospectively compared dosage and intensity conditions of intervention provided twice per week to intervention provided once per week. Both dose frequencies could be delivered in clinical settings. Results from this study were analysed by grouping data from multiple testing points, rather than comparing pre‐post results. This approach demonstrated the variability of in idual performance that would otherwise be lost with conventional methods of analysis. This study demonstrated that all past tense allomorphs improve to a similar degree when treated with this intervention. Parameters of dosage and intensity are still not clearly defined well enough for translation to clinical practice. In consideration of current research, this intervention may be more effective if delivered twice per week. If clinicians are treating past tense, all allomorphs should be considered as priorities for intervention targets.
Publisher: Informa UK Limited
Date: 14-02-2023
Publisher: Wiley
Date: 24-09-2023
Publisher: Informa UK Limited
Date: 02-06-2021
DOI: 10.1080/02699206.2021.1931454
Abstract: Previous research has established that children with developmental language disorder (DLD) have difficulties producing inflectional morphology, in particular, finiteness marking. However, other categories of inflectional morphology, such as possessive
Publisher: SAGE Publications
Date: 12-10-2018
Abstract: Children with Developmental Language Disorder are likely to experience difficulties with morphosyntax, especially regular past tense marking. Few studies have evaluated the effectiveness of intervention to improve morphosyntax in young school-aged children with DLD. This study investigated the efficacy of combined explicit and implicit intervention techniques delivered by a speech pathologist to improve receptive and expressive grammar, including the use of past tense morphosyntax, using a multiple baseline single case experimental design. Participants were aged six to seven years and received two 1:1 45 minute sessions per week for five weeks (total 7.5 hours) using Shape Coding intervention techniques combined with implicit approaches. Two of the three participants made statistically significant gains on standardized tests of general receptive and expressive grammar. Two of the three children made statistically significant improvement on measures of expressive morphosyntax, with one participant continuing to improve five weeks post treatment. Findings suggest that this approach was efficacious. These findings warrant further investigation using larger group comparison research studies.
Publisher: Wiley
Date: 03-08-2022
DOI: 10.1111/JPC.16149
Abstract: This study sought to determine the prevalence of Developmental Language Disorder (DLD) in Australian school‐aged children and associated potential risk factors for DLD at 10 years. This study used a cross‐sectional design to estimate the prevalence of DLD in Generation 2 of the prospective Raine Study. Participants included 1626 children aged 10 years with available language data. Primary outcomes included variables matching diagnostic criteria for DLD. Associations of other potential prenatal and environmental variables were analysed as secondary outcomes. The prevalence of DLD in this s le was 6.4% ( n = 104) at 10 years. This sub‐cohort comprised 33.7% ( n = 35) with expressive language deficits, 20.2% ( n = 21) with receptive language deficits, and 46.2% ( n = 48) with receptive‐expressive deficits. No significant difference in sex distribution was observed (52.9% male, p = 0.799). Children who were exposed to smoke in utero at 18 weeks gestation were at increased risk of DLD at 10 years (OR = 2.56, CI = 1.23–5.35, p = 0.012). DLD is a relatively prevalent condition in Australian children, even when assessed in middle childhood years. These findings can inform future research priorities, and public health and educational policy which account for the associations with potential risk factors.
Publisher: SAGE Publications
Date: 10-2021
DOI: 10.1177/02656590211052001
Abstract: Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A retrospective cohort comparison was used to evaluate whether there was an observable effect of a manualised Tier 1 intervention compared to ‘business-as-usual’ on early literacy skills for children with DLD. Participants were 140 children attending a specialised education program with equivalent oral language skills and alphabetic knowledge at baseline. After 18 months formal literacy intervention, both groups were assessed on measures of early literacy skills. The differences between group means on all measures favoured the manualised intervention group, and they performed significantly better on a measure of nonword reading fluency. The findings indicate that a manualised Tier 1 intervention may be advantageous for children with DLD in developing proficiency in phonological recoding. This research contributes to the sparse evidence-base supporting the implementation of Tier 1 interventions for at risk populations, and findings warrant future research using experimental designs with tighter controls.
Publisher: Wiley
Date: 10-08-2023
Abstract: Epidemiological studies have provided invaluable insight into the origin and impact of low language skills in childhood and adolescence. However, changing terminology and diagnostic guidelines have contributed to variable estimations of the prevalence of developmental language difficulties. The aim of this review was to profile the extent and variability of low language prevalence estimates through a systematic review of epidemiological literature. A systematic review of the empirical research (August 2022) was undertaken to identify studies that aimed to estimate the prevalence of low language skills in children ( years). A total of 19 studies published between 1980–2022 met inclusion criteria for review. Studies reported prevalence estimates of low language skills in children between 1 and 16 years. Estimated rates varied from 0.4% to 25.2%. More stable estimations were observed in studies of children aged 5 years and older and those that applied updated diagnostic criteria to performance on standardised assessments of receptive and expressive language. The estimated prevalence of low language skills in childhood varies considerably in the literature. Application of updated diagnostic criteria, including the assessment of functional impact, is critical to inform advocacy efforts and govern social, health and educational policies. Epidemiological research has informed our understanding of the origin and impact of low language capacity in childhood. Childhood language disorder is met with a rich history of evolving terminology and diagnostic guidelines to identify children with low language skills. Inconsistent definitions of and methods to identify low language in children have resulted in variable prevalence estimates in population‐based studies. Variability in prevalence estimates impacts advocacy efforts to inform social, health and educational policy for child language disorder. A total of 19 studies published at the time of this review aimed to provide estimates of the proportion of children who experience low language skills. Prevalence estimates varied between 0.4% and 25.2%, with more stable estimates reported in studies of older school‐age children and those which utilised standardised assessments of both expressive and receptive language. Few studies utilised assessments of functional impact of language difficulties, which is misaligned with updated diagnostic criteria for child language disorder. This review reports substantial variability in estimates of the proportion of children and adolescents who live with low language skills. This variability underscores the importance of applying updated diagnostic criteria to identify the prevalence low language in childhood. Efforts to estimate the prevalence of low language must include measures of functional impact of low language skills. This aligns with clinical recommendations, which call for routine assessment of functional outcomes. To this end, we require a unified understanding of the term ‘functional impact’ in the context of low language, including the development and evaluation of measures that assess impact across emotional, social and academic domains.
Publisher: Springer Science and Business Media LLC
Date: 03-03-2017
DOI: 10.1007/S00520-017-3647-2
Abstract: The aim was to identify the views of Australian and New Zealand health professionals regarding the support needs of people with head and neck cancer (HNC) and their families and current gaps in service delivery. A modified Delphi process assessed support needs of people with HNC following acute medical management. A systematic review of the literature was used to develop items relevant to seven key concepts underpinning the psychological experience of living with HNC. A panel of 105 health professionals was invited to participate in two questionnaire rounds. Of the potential panellists, 50 (48%) completed round 1, and of these, 39 (78%) completed round 2. Following two rounds, there was consensus agreement on the concepts uncertainty and waiting, disruption to daily life and fear of recurrence. The concepts the diminished self, making sense of and managing the experience, sharing the burden and finding a path did not achieve consensus. There were no differences in responses according to gender, organization type or location. Medical professionals had significantly higher agreement for the concept uncertainty and waiting compared to allied health professionals, and professionals with five years' or more experience had significantly higher agreement than those with less experience. Health professionals agreed that many psychosocial support needs of HNC survivors and families are not being met and that they experience difficulties in meeting these needs. Findings may inform evidence-based treatment programs for HNC survivors and their families to promote psychological resilience and quality of life in this vulnerable population.
Publisher: Informa UK Limited
Date: 21-07-2023
Publisher: American Speech Language Hearing Association
Date: 14-01-2021
DOI: 10.1044/2020_JSLHR-20-00132
Abstract: The aim of the study was to evaluate the efficacy of a theoretically motivated explicit intervention approach to improve regular past tense marking for early school-age children with developmental language disorder (DLD). Twenty-one children with DLD (ages 5 –6 [years months]) were included in a crossover randomized controlled trial (intervention, n = 10 waiting control, n = 11). Intervention included once-weekly sessions over 10 weeks using the SHAPE CODING system, in combination with a systematic cueing hierarchy to teach past tense marking. Once the first group completed intervention, the waiting control group crossed over to the intervention condition. The primary outcome was criterion-referenced measures of past tense marking with standardized measures of expressive and receptive grammar as the secondary outcome. Ancillary analyses on extension and behavioral control measures of morphosyntax were also conducted. There was a significant Time × Group interaction ( p .001) with a significant difference in pre–post intervention improvement in favor of the intervention group ( p .001, d = 3.03). Further analysis once both groups had received the intervention revealed no improvement for either group on past tense production during the 5-week pre-intervention period, significant improvement pre–post intervention ( p . 001, d = 1.22), with gains maintained for 5 weeks postintervention. No significant differences were found on pre- to postintervention standardized measures of grammar, or on extension or control measures. The efficacy of the theoretically motivated explicit grammar intervention was demonstrated. Results contribute to the evidence base supporting this intervention to improve past tense production in early school-age children with DLD, suggesting it is a viable option for clinicians to select when treating morphosyntactic difficulties for this population. 0.23641/asha.13345202
Publisher: Informa UK Limited
Date: 18-07-2018
DOI: 10.1080/09638288.2017.1353144
Abstract: Purpose of the article: To review the use of outcome measures, across the domains of activity, participation, and environment, within multidisciplinary early childhood intervention services. A systematic literature search was undertaken that included four electronic databases: Medline, CINAHL, EMBASE, and the Cochrane Library and Cochrane Database of Systematic Review. Inclusion criteria were age 0-24 months, having or at risk of a developmental disability, in receipt of multidisciplinary early childhood intervention services, and included outcome measures across all domains of the International Classification of Functioning-Child & Youth (ICF-CY). Only peer-reviewed journal articles were considered. Eligible studies were coded using the Oxford Levels of Evidence. Methodological quality was assessed using the Physiotherapy Evidence Database (PEDro) Scale for randomised controlled trials and the QualSyst for non-randomised control trials. Of the total of 5764 records identified, 10 were considered to meet inclusion criteria. Fourteen outcome measures were identified, addressing the domains of activity, participation, and environment. Of these, eight have been recommended in the early intervention literature. While the methodological quality of the 10 studies varied, these papers make a contribution to the body of research that acknowledges the role of routine and enriched environments. Implications for Rehabilitation Core practice elements of multidisciplinary early childhood intervention services indicate it is necessary to select outcome measures framed within the International Classification of Functioning-Child & Youth to inform clinical decision-making for measuring intervention effectiveness across the domains of activity, participation and environment. Of the identified measures, three (Canadian Occupational Performance Measure, Pediatric Evaluation of Disability Inventory, and Goal Attainment Scaling) are well-established and identified in the literature as multidisciplinary outcome measures for children with developmental disability. The selection of an appropriate outcome measure depends on the age of the child, in idual goals of the family, and the type of intervention. This requires the combination of measures as no one measure alone will capture all components of the International Classification of Functioning-Child & Youth.
Publisher: American Speech Language Hearing Association
Date: 07-04-2020
DOI: 10.1044/2019_LSHSS-19-00060
Abstract: This study evaluated the efficacy of an explicit, combined metalinguistic training and grammar facilitation intervention aimed at improving regular past tense marking for nine children aged 5 –6 (years months) with developmental language disorder. This study used an ABA across-participant multiple-baseline single-case experimental design. Participants were seen one-on-one twice a week for 20- to 30-min sessions for 10 weeks and received explicit grammar intervention combining metalinguistic training using the SHAPE CODING system with grammar facilitation techniques (a systematic cueing hierarchy). In each session, 50 trials to produce the target form were completed, resulting in a total of 1,000 trials over 20 in idual therapy sessions. Repeated measures of morphosyntax were collected using probes, including trained past tense verbs, untrained past tense verbs, third-person singular verbs as an extension probe, and possessive 's as a control probe. Probing contexts included expressive morphosyntax and grammaticality judgment. Outcome measures also included pre–poststandard measures of expressive and receptive grammar. Analyses of repeated measures demonstrated significant improvement in past tense production on trained verbs (eight of nine children) and untrained verbs (seven of nine children), indicating efficacy of the treatment. These gains were maintained for 5 weeks. The majority of children made significant improvement on standardized measures of expressive grammar (eight of nine children). Only five of nine children improved on grammaticality judgment or receptive measures. Results continue to support the efficacy of explicit grammar interventions to improve past tense marking in early school-aged children. Future research should aim to evaluate the efficacy of similar interventions with group comparison studies and determine whether explicit grammar interventions can improve other aspects of grammatical difficulty for early school-aged children with developmental language disorder. 0.23641/asha.11958771
Publisher: American Speech Language Hearing Association
Date: 17-07-2020
DOI: 10.1044/2020_JSLHR-19-00005
Abstract: The aim of the study was to examine whether otitis media (OM) in early childhood has an impact on language development in later childhood. We analyzed data from 1,344 second-generation (Generation 2) participants in the Raine Study, a longitudinal pregnancy cohort established in Perth, Western Australia, between 1989 and 1991. OM was assessed clinically at 6 years of age. Language development was measured using the Peabody Picture Vocabulary Test–Revised (PPVT-R) at 6 and 10 years of age and the Clinical Evaluation of Language Fundamentals–Third Edition at 10 years of age. Logistic regression analysis accounted for a wide range of social and environmental covariates. There was no significant relationship between bilateral OM and language ability at 6 years of age (β = −0.56 [−3.78, 2.66], p = .732). However, while scores were within the normal range for the outcome measures at both time points, there was a significant reduction in the rate of receptive vocabulary growth at 10 years of age (PPVT-R) for children with bilateral OM at 6 years of age (β = −3.17 [−6.04, −0.31], p = .030), but not for the combined unilateral or bilateral OM group (β = −1.83 [−4.04, 0.39], p = .106). Children with OM detected at 6 years of age in this cohort had average language development scores within the normal range at 6 and 10 years of age. However, there was a small but statistically significant reduction in the rate of receptive vocabulary growth at 10 years of age (on the PPVT-R measure only) in children who had bilateral OM at 6 years of age after adjusting for a range of sociodemographic factors.
No related grants have been discovered for Samuel Calder.