Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD

‘Dose form’ is a construct that has evolved over the last number of years and is central to treating childhood language disorders. In this commentary, we present a framework of dose form that includes techniques, procedures, manner of instruction, and intervention context. We present key findings fr...

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Detalles Bibliográficos
Autores principales: Frizelle, Pauline, McKean, Cristina
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Communication
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9221793/
https://www.ncbi.nlm.nih.gov/pubmed/35740796
http://dx.doi.org/10.3390/children9060859
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author Frizelle, Pauline
McKean, Cristina
author_facet Frizelle, Pauline
McKean, Cristina
author_sort Frizelle, Pauline
collection PubMed
description ‘Dose form’ is a construct that has evolved over the last number of years and is central to treating childhood language disorders. In this commentary, we present a framework of dose form that includes techniques, procedures, manner of instruction, and intervention context. We present key findings from a systematic review exploring the impact of intervention dose form on oral language outcomes (specifically morphosyntax and vocabulary learning) in children with DLD. We then discuss the hypothesized theoretical mechanisms of action underpinning these findings.
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spelling pubmed-92217932022-06-24 Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD Frizelle, Pauline McKean, Cristina Children (Basel) Communication ‘Dose form’ is a construct that has evolved over the last number of years and is central to treating childhood language disorders. In this commentary, we present a framework of dose form that includes techniques, procedures, manner of instruction, and intervention context. We present key findings from a systematic review exploring the impact of intervention dose form on oral language outcomes (specifically morphosyntax and vocabulary learning) in children with DLD. We then discuss the hypothesized theoretical mechanisms of action underpinning these findings. MDPI 2022-06-09 /pmc/articles/PMC9221793/ /pubmed/35740796 http://dx.doi.org/10.3390/children9060859 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Communication
Frizelle, Pauline
McKean, Cristina
Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD
title Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD
title_full Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD
title_fullStr Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD
title_full_unstemmed Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD
title_short Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD
title_sort using theory to drive intervention efficacy: the role of dose form in interventions for children with dld
topic Communication
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9221793/
https://www.ncbi.nlm.nih.gov/pubmed/35740796
http://dx.doi.org/10.3390/children9060859
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