120 Session 5
Papers Topic - Communication Interventions Advancing Comprehensive Early Childhood Intervention
P5.04 Supporting Communication Development in a Family-Friendly Context Presenting Author: Gwendalyn Webb (Australia) Affiliation: University of Newcastle, Australia Co-Authors: Marie Atkinson, Katie Fitzpatrick-Barr, Penny Buck, Clare Brennan, Dominique Halvorsen-Gray, Bree Katsamangos The early years of life provide a pivotal opportunity for families to support young children’s communication development, which has long-term benefits for the child. Children and families from disadvantaged circumstances often require family- friendly, informal supports to maximize these early life opportunities. In Australia, families can attend local playgroups which, in disadvantaged communities, may be supported by health and education programs. However, the vast distances of rural Australia can make access to allied health supports such as speech pathology challenging. This paper will present the “Communication Support for Kids” project which was trial led in a playgroup in a rural community in an area of significant poverty and disadvantage. The project involved speech pathology students on placement in the final year of their degree engaging with the families at playgroup, with the support of a multidisciplinary team. This informal context enabled conversations and pathways of support, advancing comprehensive early childhood intervention. P5.05 Translation, Adaptation, and Validation of the FOCUS-34 Portugal: A Communicative Participation Tool for Preschool Children With Communication Disorders Presenting Author: Diana Costa (Portugal) Affiliation: Research Center on Child Studies, Institute of Education - University of Minho, Portugal Co-Author: Anabela Cruz-Santos The FOCUS-34 is a parent inventory designed to measure communicative participation outcomes. The main objective of this study was to translate, adapt, and validate this tool (FOCUS-34) in Portugal for preschool children with communication disorders (aged 3 to 6 years). A process of translation, cultural adaptation, and validation of the FOCUS-34 Portugal was carried out, respecting several stages, in order to study its content validity, reliability, structural validity, and construct validity. The FOCUS-34 Portugal showed adequate content validity. When applied to 116 preschool children, descriptive, inferential, and correlational analyses showed that the FOCUS-34 Portugal had adequate reliability and structural validity. Statistically significant differences were found in children's communicative participation according to communication level P5.03 E ffects of Hybrid Model of Teach-Model-Coach-Review on Spanish-Speaking Caregivers’ Use of Naturalistic Language Teaching Strategies With Their Children With Developmental Language Delays Presenting Author: Tatiana Nogueira Peredo (USA) Affiliation: Vanderbilt University Co-Author: Ann P. Kaiser 81 Caregiver-child dyads were enrolled in a randomized control trial to test the effectiveness of caregiver + therapist delivered Enhanced Milieu Teaching (EMT) in Spanish. Children were between 30 to 36 months old, spoke primarily Spanish at home, and were identified with developmental language disorder. Caregivers randomized to the intervention group participated in 18 coaching sessions where they were sequentially taught EMT in Spanish strategies: 5 coaching sessions were completed in person in families’ homes, and 13 were completed virtually via Zoom. Regressions were run for caregiver dosage of EMT in Spanish (count of linguistic targets within matched turns, temporally and content contingent) in a generalization context with condition as a predictor and the mean-centered value of the outcome as a covariate. Intervention group assignment significantly predicted caregiver dosage (β=.55, p<.001, Cohen’s d=1.29). Preliminary data suggest caregivers maintained use of strategies 6 months after coaching ended. and diagnosis. These results contribute to the knowledge about the communicative participation of children with communication disorders and can help to improve practices for children with communication disorders and their families.
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