Effect of Phonological Awareness-Focused Interventions on Phonological Errors and Phonemic Awareness in Young School-Age Children.

This study aimed to explore the effects of an integrated phonological awareness intervention on phonological errors and phonemic awareness among young school-age children. Three children with at least one phonological error pattern and below-average phonological awareness skills participated in a non-concurrent multiple baseline single-subject design across participants' investigation. The integrated phonological awareness intervention consisted of completing blending and segmenting activities using 20 trained words, with a dose of 70 to 100 productions of the targeted phonological error pattern for 10, 30-minute sessions.

The Effects of Virtual Caregiver Coaching in Antigua & Barbuda on the Implementation of EMT Language Support Strategies in Naturalistic Environments.

This single-case multiple baseline design investigation set out to determine the effectiveness of using a telepractice service delivery model to coach caregivers in Antigua & Barbuda in the use of Enhanced Milieu Teaching (EMT) language support strategies with a child with language impairment. A slightly modified version of the Teach-Model-Coach-Review (TMCR) method was used during virtual instruction to train a caregiver on the language support strategies of environmental arrangement, matched turns, expansions, and time delay with milieu prompting. The caregiver attended sessions three times a week for up to 45 minutes for four weeks.

Achieving Equity in Childhood Vaccination: A Mixed-Methods Study of Immunization Programs, Policies, and Coverage in 3 US States.

Objective: In this study, we sought to understand patterns of childhood vaccinations in the United States across socioeconomic and racial/ethnic groups over a 12-year period to identify interventions that improve immunization equity and inform public health practice.

Design: We conducted an explanatory, sequential, mixed-methods study. US state- and county-level immunization data were analyzed to understand trends in immunization coverage among racial/ethnic groups.

Expansion Points Intervention in Young Children with Speech Sound Disorders: A Multiple Baseline Design.

The purpose of this investigation was to evaluate the efficacy of expansion points (EXP) intervention with a modified criterion for preschool children with speech sound disorders (SSD). Three preschool-aged children were enrolled in a single-subject multiple baseline intervention study. Intervention took place over 16 sessions.

Applying the phonological intervention taxonomy to expansion points intervention.

Purpose: The Phonological Intervention Taxonomy (Baker, Williams, McLeod, & McCauley, 2018) was developed on the basis of cataloguing the elements of 15 phonological interventions in the domains of the goal of intervention, the teaching moment, the context (who provides the intervention and where it is provided), and procedural issues. Additionally, three summary measures are computed from the tallying of elements in the taxonomy: concentration (the number of required plus optional elements, with a maximum of 72; flexibility (the number of optional elements compared to the total present for the intervention), and distinctiveness (the number of rare elements plus the number of common elements that are absent). In the present paper, the taxonomy is applied to a novel intervention called Expansion Points Intervention (EXP; Smit, Brumbaugh, Weltsch, & Hilgers, 2018) in order to (a) determine how well the taxonomy captures elements of EXP, and (b) compare EXP to other phonological interventions.