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A Safari Amongst Language Research

A Safari Amongst Language Research. NSW EBPN: Paediatric Language Group Clinical Network Leader: Brooke Funnell Liverpool Health Service 9828 4776. Auburn CHC Chatswood CHC Dubbo CHC Forster CHC Hills CHC Hillview CHC Lismore CHC. Liverpool CHC Macarthur Health Service Mt Druitt CHC

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A Safari Amongst Language Research

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  1. A Safari Amongst Language Research NSW EBPN: Paediatric Language Group Clinical Network Leader: Brooke Funnell Liverpool Health Service 9828 4776

  2. Auburn CHC Chatswood CHC Dubbo CHC Forster CHC Hills CHC Hillview CHC Lismore CHC Liverpool CHC Macarthur Health Service Mt Druitt CHC NEXUS (John Hunter) Queenscliffe CHC SCH Uni of Sydney The Crew

  3. Where Did We Come From? • Difficulties with clinical questions and searches • Dearth of positive useful data • Multiple baseline designs • Topics covered included phonological awareness, models of service delivery, long term effects of language disorder, language therapy techniques, parent training • On the path to a CAT

  4. Where Are We?? • Our CATs to date • What is the most Effective form of treatment for 4 year olds?… • Word Finding Difficulty… • EI SDM – Parent Training vs Clinician Led • Rx vs No Rx

  5. Lost in the NH&MRC • How can we achieve NH&MRC 1? • What makes a “pseudorandomised” control trial in language?

  6. A Good Trek • Vasilyeva, M., Huttenlocher, J., & Waterfall, H. (2006). Effects of language intervention on syntactic levels in preschoolers.Developmental Psychology, 42(1), 164-174. • Level II • Current research • Still lots of questions (weaknesses) arose from it. • Study didn’t determine if the participants had any underlying language, development, or emotional/behavioural difficulties • Poor comprehension task – not statistically strong data

  7. A Good Trek • Hodge, T. & Downie, J. (2004). Together we are heard: Effectiveness of daily ‘language’ groups in a community preschool.Nursing and Health Sciences, 6, 101-107. • Level IV • Weak research but clinically good • Australian • The program wasn’t referenced, extraneous variables weren’t controlled for & there was no control group – why not? Multiple baseline design??

  8. A Poor Trek • Telleen, S., Wren, C. (1985). Acquisition of prepositions in language delayed preschoolers: is intervention effective?British Journal of Disorders of Communication, 20, pg 301-309 • No strengths! • Couldn’t give it an evidence rating!!! • No control groups or randomisation • No statistical analysis • Poor description of procedure – testing, therapy, criterion • Poor description of subjects: reason for cognitive delay and there was a huge range • Poor inclusion/exclusion criteria - No information regarding other services the children were receiving i.e. SP

  9. Our Challenges • Lack of good research • Where are the randomised control trials?? • Clinical Questions • Need to be specific • Lots to cover • Slow progress – is it more effective?

  10. Where Are We Heading? • General comprehension • Auditory Processing Disorders • Looking at the evidence for specific therapy programs – ‘Blades’ and ‘Prompt’ • School language / Curriculum Based Learning

  11. Thank You Come and join us next year. Contact me on (02) 9828 4776 or Brooke.Funnell@sswahs.nsw.gov.au Our meetings are the 3rd Tuesday of February, May, August, & November 2.30 – 4.30

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