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Record W2990056386 · doi:10.21465/2018-kp-1-2-0002

Group-Based Direct and Indirect Approaches to Language Therapy for Children With Developmental Language Disorder: a Pre-Experimental Study

2018· article· en· W2990056386 on OpenAlexaff
Ana Matić, Jelena Kuvač Kraljević, Lana Kologranić Belić

Bibliographic record

VenueKlinička psihologija · 2018
Typearticle
Languageen
FieldPsychology
TopicLanguage Development and Disorders
Canadian institutionsMcGill University
Fundersnot available
KeywordsPsychologyDevelopmental psychologyPerceptionClinical psychologyLiteracyLanguage developmentMedicine

Abstract

fetched live from OpenAlex

Developmental Language Disorder (DLD) is among the most frequent communication disorders in early childhood. It affects the quality of the child’s academic and social life. Speech-language therapy to counter this impairment is usually individual and based on a direct approach with the therapist. New approaches begin to emerge, involving group settings, as well as indirect involvement of a parent who is constantly monitored and supervised by the therapist. Group and indirect therapies are infrequently used in Croatia, even though their effectiveness is well demonstrated worldwide. The aims of the current study were: 1) to examine whether two approaches to language therapy: group-based direct and indirect at home, can foster early literacy in children with DLD, and 2) to gain insight into parental perception of group therapy and how they perceived its potential influence on their children’s lives. It has a pre-experimental design and thus presents the first step towards an evidence-based effectiveness study. Eight children and their parents participated in the programme. Children’s language progress was measured using language tests before and after the programme, and parents’ perception of the therapy was evaluated using a post-programme questionnaire. The results suggest that group-based direct and indirect approaches can foster early literacy in preschool children with DLD. Parental perception of the therapy was positive; they expressed strong trust in the therapy and reported finding it useful for their children. The outcomes of the present pre-experimental study further corroborate positive effects of carefully planned therapies and serve as a step forward in conducting effectiveness studies in order to establish evidence-based practices in Croatia. Keywords: developmental language disorder, pre-experimental study, group language therapy, direct and indirect approaches, early literacy

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 machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.005
metaresearch head score (Gemma)0.006
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Non-randomized trial · Consensus signal: Non-randomized trial
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.007
Threshold uncertainty score0.027

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0050.006
Meta-epidemiology (narrow)0.0020.001
Meta-epidemiology (broad)0.0030.002
Bibliometrics0.0020.001
Science and technology studies0.0020.002
Scholarly communication0.0010.001
Open science0.0020.002
Research integrity0.0020.004
Insufficient payload (model declined to judge)0.0070.001

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.

Opus teacher head0.045
GPT teacher head0.311
Teacher spread0.266 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNon-randomized trial
Domainnot available
GenreEmpirical

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".

Quick stats

Citations7
Published2018
Admission routes1
Has abstractyes

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