Re: Law, Garrett, and Nye (2004a). "The Efficacy of Treatment for Children With Developmental Speech and Language Delay/Disorder: A Meta-Analysis"
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Abstract
No AccessJournal of Speech, Language, and Hearing ResearchLanguage1 Oct 2005Re: Law, Garrett, and Nye (2004a). "The Efficacy of Treatment for Children With Developmental Speech and Language Delay/Disorder: A Meta-Analysis" Judith R. Johnston Judith R. Johnston Corresponding author: e-mail: E-mail Address: [email protected] University of British Columbia, Vancouver, British Columbia, Canada Google Scholar https://doi.org/10.1044/1092-4388(2005/077) SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References American Speech-Language-Hearing Association. (2003). 2003 omnibus survey caseload report.Rockville, MD: Author. Google Scholar American Speech-Language-Hearing Association. (2004). 2004 schools survey report: Caseload characteristics.Rockville, MD: Author. Google Scholar Bates, E., & Goodman, J. (1997). On the inseparability of grammar and the lexicon.Language and Cognitive Processes, 12, 507–584. 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CrossrefMedlineGoogle Scholar Jacoby, G., Lee, L., Kummer, A., Levin, K., & Creaghead, N. (2002). The number of individual treatment units necessary to facilitate functional communication improvements in the speech and language of young children.American Journal of Speech-Language Pathology, 11, 370–380. ASHAWireGoogle Scholar Johnson, C., Beitchman, J., Young, A., Escobar, M., Atkinson, L., Wilson, B., et al. (1999). Fourteen year follow-up of children with and without speech-language impairments: Speech/language stability outcomes.Journal of Speech, Language, and Hearing Research, 42, 744–760. ASHAWireGoogle Scholar Law, J., Garrett, Z., & Nye, C. (2004a). The efficacy of treatment for children with developmental speech and language delay/disorder: A meta-analysis.Journal of Speech, Language, and Hearing Research, 47, 924–943. ASHAWireGoogle Scholar Law, J., Garrett, Z., & Nye, C. (2004b). Speech and language therapy interventions for children with primary speech and language delay or disorder.In The Cochrane database of systematic reviews (Vol. 4). The Cochrane Library. Retrieved January 5, 2005, from http://www.cochrane.org Google Scholar Polmanteer, K., & Turbiville, V. (2000). Family-responsive individualized family service plans for speech-language pathologists.Language, Speech, and Hearing Services in Schools, 31, 4–14. ASHAWireGoogle Scholar Rice, M., Tomblin, J. B., Hoffman, L., Richman, W. A., & Marquis, J. (2004). Grammatical tense deficits in children with SLI and nonspecific language impairment: Relationships with nonverbal IQ over time.Journal of Speech, Language, and Hearing Research, 47, 816–834. ASHAWireGoogle Scholar Shriberg, L., Tomblin, J. B., & McSweeny, J. L. (1999). Prevalence of speech delay in 6-year-old children and comorbidity with language impairment.Journal of Speech, Language, and Hearing Research, 42, 1461–1481. ASHAWireGoogle Scholar Thal, D., & Katich, J. (1996). Predicaments in early identification of SLI: Does the early bird always catch the worm? In K. Cole, P. Dale, & D.Thal.Assessment of communication and language (pp. 1–28). Baltimore: Brookes. Google Scholar World Health Organization. (1975). WHO scientific group on guidelines for evaluation of drugs for use in man.Geneva, Switzerland: Author. Google Scholar Additional Resources FiguresReferencesRelatedDetailsCited by Folia Phoniatrica et Logopaedica73:2 (63-74)Re-Evaluating Evidence for Best Practice in Paediatric Speech-Language PathologyBarbara Dodd International Journal of Language & Communication Disorders47:1 (11-26)1 Jan 2012Evidence-based practice: SLTs under siege or opportunity for growth? 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Orange and Andrew JohnsonJournal of Speech, Language, and Hearing Research48:5 (1118-1120)1 Oct 2005The Specificity of a Systematic Review Is the Key to Its ValueJames Law, Zoe Garrett and Chad Nye Cochrane Database of Systematic Reviews9 Jan 2017Speech and language therapy interventions for children with primary speech and/or language disordersJames Law, Jane A Dennis and Jenna JV Charlton International Journal of Environmental Research and Public Health18:15 (8214)3 Aug 2021Parent-Implemented Hanen Program It Takes Two to Talk®: An Exploratory Study in SpainNuria Senent-Capuz, Inmaculada Baixauli-Fortea and Carmen Moret-Tatay Volume 48Issue 5October 2005Pages: 1114-1117 Get Permissions Add to your Mendeley library HistoryReceived: May 20, 2005Accepted: Jul 6, 2005 Published in issue: Oct 1, 2005PubMed ID: 16411799 Metrics Topicsasha-topicskeywordslanguagechildrenmeta-analysisevidence-based practicetreatment outcomesCopyright & PermissionsCopyright © 2005 American Speech-Language-Hearing AssociationPDF downloadLoading ...
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".