Please enable JavaScript.

Coggle requires JavaScript to display documents.

Interventions (Pring (2004) (RCT and meta analysis in systematic review =…

- - - - Recruit individuals with anxiety
      - Pre-test: administer measure of anxiety (e.g. self-respect SCARED questionnaire)
      - All receive intervention for anxiety (e.g. CBT)
      - Post-test: administer measure of anxiety (e.g. self-respect SCARED questionnaire)
      - Have the scores decreased on average?
    - - Reactivity of measurement (e.g. practice effects)
      - Intefering events (e.g. some clients might decide mid-therapy to also start taking medication)
      - Maturational trends (e.g. especially relevant for research with children)
      - Regression to the mean (e.g. because of initial measurement error)
      - Endogenous change (e.g. spontaneous recovery)
    - - Placebo effects (e.g. you expect therapy for anxiety to have an effect, so you become less anxious)
      - Reactivity of measurement (e.g. practice effects)
      - Confounding variables (e.g. perhaps not CBT per se but the particular therapist)
      - Hawthorne effect (e.g. simply measuring an effect when participants are aware of measurement can change the behaviour)
  - - - Interventions compared to 'general stimulation' (e.g. play sessions, cog/lang therapy which does not target the lang outcome being measured in the study concerned)
      - Target intervention method is compared to an alternative intervention method
      - Interventions compared to delayed or no treatment group
      - Many meet criteria but have problem with control
    - - Defininf initial eligibility critera
      - Accounting for how many children dropped out > potentially certain characteristic
      - Accounting for whether drop-outs were representative of the sample as a whole
      - Almost all
        
        Expense
        
        Ensuring that you have a homogenous group
        
        Ensuring that the intervention is appropriate to that homogeneous group
        
        Ethically related:
        
        Attrition bias
        
        Drop-out reasons which may lead to bias:
        
        (medical) medicine causes side-effects
        
        Low SES more liklely to drop out (but lang difficulties also more prevalent in this group)
        
        Parent decides intervention is not working
        
        Most lose ps after randomisation > bias, esp. if attrition differs between groups
- - - - Lang: word learning, sentence structure (or syntax)
      - Communication: (can include non-verbal communication)
      - Speech: speech sounds or phonology
      - Identify primary difficulty > drives intervention + informs outcome measures
    - - Receptive (comprehending) Specific Lang Impairment (SLI)
        
        (e.g. 24 mnths) the child understands almost no spoken lang
        
        (e.g. 3 1/2yrs) noticeable lag in time between hearing known lang; plus no comprehension of lang structures (and vocab) which should be acquired by this age (even when adults speak slowly, repeat their utterance, give time to respond)
      - Pragmatic lang disorder (PLI)/Social comm dis (SCD)
        
        Tendency to veer off-topic or refer to topics or incidents unknown to listener in a way that assumes the listener shares this info
        
        Tendency to ask questions repeatedly without apparent interest in the response
        
        The child speaks clearly and at length, but often fails to get the point of a conversation, making inappropriate comments and replies
      - Expressive specific lang impairment (SLI)
        
        This child seems to understand what is said, but people cannot understand what the child is trying to say
        
        The child speaks clearly in single words, but has difficulties linking them together to make sentences, often leaving words out
  - - - Small group in clinic
      - Peer based interaction: w/ other SLI children (Craig-Unfer & Kaiser, 2002), w/ typically-developing peers (Robertson et al., 1997)
      - One-on-one: (can be either in clinic, in child's home or in separate room of preschool)
  - - - Dynamic: how much 'teaching' is needed for change between time 1 and time 2
      - Dynamic assessment is particularly useful when there are no standardised tests (e.g. for monolingual children learning a lang for which there are no developmental lang tests)
      - Static: assessment at one time point