Dissemination Research in Communication Sciences and Disorders: A Tutorial.

Purpose: The purpose of this tutorial is threefold: (a) to bring attention to the role and value of dissemination research in communication sciences and disorders (CSD), (b) to introduce a model that can be used to guide dissemination research, and (c) to demonstrate strategic steps toward generating research questions and planning methods for dissemination research using an example from the authors' work.

Method: This tutorial begins with a discussion of the role of dissemination in clinical research, with emphasis on differentiating the unique value of dissemination within the broader context of dissemination and implementation (D&I) research. The tutorial next presents a model of dissemination from the extant literature and describes how this model can be applied in CSD using examples from the authors' respective programs of clinical research.

A Randomized Controlled Trial Investigating Online Training for Prelinguistic Communication.

Purpose This study explored the utility of online training as a platform for teaching early intervention speech-language pathologists to recognize potentially communicative, prelinguistic behaviors in young children with physical disabilities and complex communication needs. Method Using a randomized controlled trial, 45 early intervention speech-language pathologists were randomly assigned to one of three conditions within an online training: practice with implicit problem-solving (identification condition), practice with explicit problem-solving (reflection condition), or no practice (control condition). Knowledge about early communication, skill at recognizing prelinguistic behaviors, time taken to complete the training, and perceptions of the training experience were examined.

Motherese, affect, and vocabulary development: dyadic communicative interactions in infants and toddlers.

Responsive parental communication during an infant's first year has been positively associated with later language outcomes. This study explores responsivity in mother-infant communication by modeling how change in guiding language between 7 and 11 months influences toddler vocabulary development. In a group of 32 mother-child dyads, change in early maternal guiding language positively predicted child language outcomes measured at 18 and 24 months.

Implementation Research: Embracing Practitioners' Views.

Purpose: This research explores practitioners' perspectives during the implementation of triadic gaze intervention (TGI), an evidence-based protocol for assessing and planning treatment targeting gaze as an early signal of intentional communication for young children with physical disabilities.

Method: Using qualitative methods, 7 practitioners from 1 early intervention center reported their perceptions about (a) early intervention for young children with physical disabilities, (b) acceptability and feasibility in the use of the TGI protocol in routine practice, and (c) feasibility of the TGI training. Qualitative data were gathered from 2 semistructured group interviews, once before and once after TGI training and implementation.

Moving Triadic Gaze Intervention Into Practice: Measuring Clinician Attitude and Implementation Fidelity.

Purpose: This research investigated a first step in implementing the dynamic assessment (DA) component of Triadic Gaze Intervention (Olswang, Feuerstein, Pinder, & Dowden, 2013; Olswang et al., 2014), an evidence-based protocol for teaching early signals of communication to young children with physical disabilities. Clinician attitudes about adopting external evidence into practice and implementation fidelity in DA protocol delivery were examined following training.

Practice-Based Research: Another Pathway for Closing the Research-Practice Gap.

Purpose: Practice-based research is proposed as an additional way to bridge the divide between research and practice.

Method: The article compares the traditional, laboratory-based research with research that is generated from practice: practice-based research. The defining features of each are described, with an emphasis on contrasting internal and external validity.

Bridging the Gap Between Research and Practice: Implementation Science.

Purpose: This article introduces implementation science, which focuses on research methods that promote the systematic application of research findings to practice.

Method: The narrative defines implementation science and highlights the importance of moving research along the pipeline from basic science to practice as one way to facilitate evidence-based service delivery. This review identifies challenges in developing and testing interventions in order to achieve widespread adoption in practice settings.

Triadic gaze intervention for young children with physical disabilities.

Purpose: This randomized controlled study investigated whether a supplemental treatment designed to teach triadic gaze (TG) as a signal of coordinated joint attention would yield a significantly greater increase in TG in the experimental versus control group.

Method: Eighteen 10- to 24-month-old children with severe motor impairments were randomly assigned to an experimental ( n = 9) or control group ( n = 9). For approximately 29 sessions over 17 weeks, experimental participants received TG treatment twice weekly with a speech-language pathologist in addition to standard practice.

Validating dynamic assessment of triadic gaze for young children with severe disabilities.

Purpose: This research investigated the use of a dynamic assessment (DA) to identify differences among young children with severe disabilities, which would predict progress in learning behaviors indicating coordinated joint attention (CJA).

Method: Six children 10-24 months of age were enrolled in a 16-week treatment for behaviors indicating CJA, specifically triadic gaze (TG), which is a 3-point gaze shift between object and adult. An initial static assessment documented the children's eligibility for the study and their baseline performance of TG.

Variability in classroom social communication: performance of children with fetal alcohol spectrum disorders and typically developing peers.

Purpose: In this study, the authors examined how variability in classroom social communication performance differed between children with fetal alcohol spectrum disorders (FASD) and pair-matched, typically developing peers.

Method: Twelve pairs of children were observed in their classrooms, 40 min per day (20 min per child) for 4 days over a 2-week period. Coders documented classroom social communication during situations of Cooperation and following School Rules by recording performance on handheld computers using the Social Communication Coding System (SCCS).

Observation of classroom social communication: do children with fetal alcohol spectrum disorders spend their time differently than their typically developing peers?

Purpose: In this research, the authors examined how social communication profiles during classroom activities differed between children with fetal alcohol spectrum disorders (FASD) and typically developing pair-matched peers.

Method: Twelve pairs of children were observed in their classrooms 20 min a day for 4 days across 2 weeks. Coders documented classroom social communication by recording performance on handheld computers using the Social Communication Coding System (L.

Discovering indices of contingency awareness in adults with multiple profound disabilities.

We conducted two studies to examine parameters of social attention in contingency awareness training using switch activation with individuals who had multiple profound disabilities. In Study 1 we compared leisure devices and social attention as reinforcing stimuli with 5 individuals. Results indicated the reinforcing qualities of social attention over leisure devices with 2 individuals and documented the importance of session length in training.

A state of double jeopardy: impact of prenatal alcohol exposure and adverse environments on the social communicative abilities of school-age children with fetal alcohol spectrum disorder.

Purpose: This article is a retrospective examination of environmental risk, language performance, and narrative discourse data from a clinical database of school-age children with fetal alcohol spectrum disorder (FASD).

Method: A case-defined diagnostic approach for measuring and reporting the full spectrum of disabilities in children with prenatal alcohol exposure is presented. Demographic, environmental, language, and social communication (as reflected by narrative discourse) data are reported for a large cohort of children with FASD between the ages of 6;0 (years;months) and 12;0.

Reliability issues and solutions for coding social communication performance in classroom settings.

Purpose: To explore the utility of time-interval analysis for documenting the reliability of coding social communication performance of children in classroom settings. Of particular interest was finding a method for determining whether independent observers could reliably judge both occurrence and duration of ongoing behavioral dimensions for describing social communication performance.

Method: Four coders participated in this study.

Communication in young children with motor impairments: teaching caregivers to teach.

Communication between caregivers and children with moderate to severe motor impairments is a tremendous challenge, and one that deserves attention as a central component of early intervention programs. This article examines a caregiver-training program that explored key elements to creating strong communicative interactions between young children with moderate to severe motor impairments and their primary caregiver. Three caregiver-child dyads participated in a 3-week treatment program teaching caregivers how to provide communicative opportunities, wait for a clear communication signal from their children, recognize their children's signal, and finally, shape a more advanced communicative behavior.

Social communication interventions for preschoolers: targeting peer interactions during peer group entry and cooperative play.

Some preschoolers with language impairment approach and manage peer interactions less effectively than typically developing peers. This article discusses assessment and intervention strategies for targeting preschoolers' social communication skills during peer entry and cooperative play situations. Essential features of effective interventions include identification of appropriate social communication targets, addressing and facilitating children's use of these targets during small group sessions with peers, and supporting generalization of newly acquired social communication behaviors to children's peer interactions within the classroom setting.

"Do I know what I need to do?" A social communication intervention for children with complex clinical profiles.

Purpose: Speech-language pathologists frequently address social communication difficulties in children with diverse clinical profiles. The purpose of this study was to investigate the feasibility of a social communication intervention for a school-age child with a complex cognitive and behavioral profile secondary to diagnosis of a fetal alcohol spectrum disorder.

Method: A case study is presented to describe the implementation of the intervention targeting mental state verb production and social cognitive skills.

Effects of ambient stimuli on measures of behavioral state and microswitch use in adults with profound multiple impairments.

The effects of different types and amounts of environmental stimuli (visual and auditory) on microswitch use and behavioral states of three individuals with profound multiple impairments were examined. The individual's switch use and behavioral states were measured under three setting conditions: natural stimuli (typical visual and auditory stimuli in a recreational situation), reduced visual stimuli, and reduced visual and auditory stimuli. Results demonstrated differential switch use in all participants with the varying environmental setting conditions.

Mexican-American and Anglo-American mothers' beliefs and values about child rearing, education, and language impairment.

This study investigated the cross-cultural and intra cultural diversity of mothers' beliefs and values regarding child rearing, education, and the causes of language impairment. Thirty Mexican-American and 30 Anglo-American mothers of children with language impairments completed 2 questionnaires, and 10 randomly selected mothers from each group participated in an interview. In addition, the Mexican-American mothers completed an acculturation rating scale.

Facilitating Peer-Group Entry in Kindergartners With Impairments in Social Communication.

Purpose: This series of case studies examined the efficacy of intervention designed to teach peer-group entry skills to kindergartners with social interaction and communication deficits.

Method: The participants were 3 kindergartners at the University of Washington Experimental Educational Unit (EEU) who were selected because of difficulty with peer-group entry and cooperative play as compared to other children in the classroom. The intervention program included direct treatment of the children by the primary researcher and teachers in the classroom.