Interprofessional delivery of Read It Again - KindergartenQ!: Classroom, educator, and child outcomes of an Australian pilot study.

Purpose: Australian Early Development Census (AEDC) data for the Australian Capital Territory (ACT) indicates a concerning increase in the proportion of children who are at risk or developmentally vulnerable in the domains of communication and general knowledge, and language and cognitive skills. This study investigated the effectiveness of speech-language pathologist and educator collaboration to build educator capacity to promote oral language and emergent literacy skills in preschool children.

Method: A quasi-experimental, pre-test post-test design was used to evaluate the effectiveness of interprofessional delivery of on (a) children's oral language and emergent literacy outcomes, (b) educators' oral language and emergent literacy instructional practices, and (c) quality of the classroom environment.

A Good start in life: Effectiveness of integrated multicomponent multisector support on early child development-Study protocol.

Introduction: Early childhood experiences have a lifelong impact on a child's future. Social and environmental experiences and interactions have a profound relational effect on children's physical and mental health which transfers agency to parents, caregivers and duty-bearers to care for the child's welfare. In the Australian context early child development indices have been in decline in some communities.

An Automated Lexical Stress Classification Tool for Assessing Dysprosody in Childhood Apraxia of Speech.

Childhood apraxia of speech (CAS) commonly affects the production of lexical stress contrast in polysyllabic words. Automated classification tools have the potential to increase reliability and efficiency in measuring lexical stress. Here, factors affecting the accuracy of a custom-built deep neural network (DNN)-based classification tool are evaluated.

The influence of type of feedback during tablet-based delivery of intensive treatment for childhood apraxia of speech.

Purpose: One of the key principles of motor learning supports using knowledge of results feedback (KR, i.e., whether a response was correct / incorrect only) during high intensity motor practice, rather than knowledge of performance (KP, i.

Comorbid morphological disorder apparent in some children aged 4-5 years with childhood apraxia of speech: findings from standardised testing.

There is continuing debate about the origins of productive morphological errors in children with speech sound disorders. This is the case for children with theorised phonetic and motor disorders, such as children with childhood apraxia of speech (CAS, e.g.