Re: Re: Help with Pubmed

[Guest guest]

so sorry to hear of that experience Zoe. Yes as almost always, it is career before kids.

nx

Natasa you are a star - thanks That first one describes the

Childs Talk programme and is what I want to find more out about.

Was the full article available?

One of the article's authors is a SaLT who was our 'expert' at our

first tribunal. She was very good. We paid her as an expert prior

to our second tribunal to go into the school the LA were proposing

and give us an assessment on its suitability. We knew it was

totally unsuitable and expected her to report likewise but when her

report came out it said that the school would be able to meet P's

needs.........so we went to tribunal unable to argue against the

school named by the LA :( and poor P had to go through the trial

of attending this school with all the encumbent stress and anxiety.

Of course, it broke down irretrievably within 2 visits.

The SaLT was booked in to act as an expert at the second tribunal (I

still have the e mail confirmation from her) as I knew about the

PACT study (she was involved in the study) and its initial findings

(supporting joint attention leads to better language development and

social competence) but when I asked her to make a statement for the

tribunal in support of RDI, she was suddenly double booked and

unable to attend.

It's never about the kids is it? People always have another agenda

(usually involving money or status or both). I can count on the

fingers of one hand the experts, academics, researchers and

professionals in the autism field who I would trust.

Lordy that has opened up an old wound!!

Zoe

>

> > that one does not seem to be listed on pubmed. These are:

> >

> >

> > Int J Lang Commun Disord. 2001;36 Suppl:469-74.

> >

> > Child'sTalk--for children with autism and pervasive

developmental

> > disorder.

> >

> > Aldred C, Pollard C, C. Rycroft Assessment Centre,

Royal Schools

> > for the Deaf, Stanley Road, Cheadle Hulme, Cheshire, SK8 6RQ.

> >

> > A research assessment protocol and early intervention

approach designed

> > for use by multi-disciplinary professionals with children who

have the severe

> > social communication deficits of early autism and pervasive

developmental

> > disorder (PDD) are described. The assessment analyses the

specific pattern of

> > social communication impairment in each child and defines the

characteristics

> > of the dyadic communication between parent and child. The

intervention aims to

> > identify facilitative strategies, using video feedback, which

lead to close

> > interpersonal interaction between the child and their parents.

Parents can

> > reflect on their own interaction and identify which strategies

successfully

> > engage their child. Child'sTalk aims to facilitate adaptations

to the child's

> > level of communication by sensitively and finely tuning the

interaction and

> > mutual sharing of intentions as a fundamental agent for the

emergence of

> > communication.

> >

> > PMID: 11340834 [PubMed - indexed for MEDLINE]

> >

> >

> > Int J Lang Commun Disord. 2006 Jan-Feb;41(1):41-65.

> >

> > Exploring the effects of communication intervention for

developmental

> > pragmatic language impairments: a signal-generation study.

> >

> > C, Lloyd J, Aldred C, Baxendale J. Human

Communication and

> > Deafness Group, University of Manchester, Manchester, UK.

> > catherine.adams@...

> >

> > BACKGROUND: The remediation of pragmatic problems forms a

significant part

> > of the caseload for professionals working with children with

communication

> > problems. There is little systematic evidence that demonstrates

the benefits

> > of speech and language therapy for children whose difficulties

lie primarily

> > within the pragmatic domain or which indicates whether changes

in pragmatic

> > behaviours, which are a result of a specific intervention, can

be measured

> > over time. AIMS: To generate a signal of change in pragmatic and

other

> > language behaviours for children with pragmatic language

impairments; to gauge

> > the magnitude and nature of the signal and to make

recommendations for future

> > studies. METHODS AND PROCEDURES: A case series of six children

with pragmatic

> > language impairments without diagnosis of autism received 8

weeks of

> > individual intensive speech and language therapy supported in a

mainstream

> > educational setting in the UK. Measures of pragmatic behaviours

in

> > conversation were made at seven data points before and after

therapy using

> > Bishop's ALICC procedure. Conversation coders were blind to the

point of

> > assessment. Inferential comprehension, narrative, sentence

formulation and

> > sentence recall skills were also tested before and after

therapy. The opinions

> > of teachers and parents were sought regarding any change in

communication and

> > social abilities of the children over time. OUTCOMES AND

RESULTS: All children

> > showed change in communication behaviour on some conversational

measures, even

> > if the child functioned at the ceiling on standardized language

testing. Some

> > conversation measures had more utility as outcome measures than

others. Most

> > children showed substantial change on standardized language

measures, but

> > there are limitations on the use of these due to heterogeneity

within the

> > group. Overall, the intervention produced a signal for change in

pragmatics

> > and/or language behaviour in all children. Parent/teacher

opinion reported

> > demonstrable change in communication behaviour and engagement in

the

> > curriculum. CONCLUSIONS: There is a strong signal that change in

pragmatic

> > language behaviour can be measured in well-controlled

intervention studies but

> > this signal is complex. Outcome measures should take into

account changes in

> > language processing skills that are significantly impaired in

many children

> > with PLI. For those children within the PLI group who function

at ceiling on

> > language tests, conversational measures may have the potential

to signal

> > change, but this finding has not been subjected to group study

or to testing

> > in generalized settings. Qualitative data regarding behaviour,

classroom

> > engagement and generalization of language gains will be an

essential

> > supplement to measuring progress in a diverse population.

> > PMID: 16272002 [PubMed - indexed for MEDLINE]

> >

> >

> > 2: J Child Psychol Psychiatry. 2004 Nov;45(8):1420-30.

> >

> > A new social communication intervention for children with

autism: pilot

> > randomised controlled treatment study suggesting effectiveness.

> >

> > Aldred C, Green J, C.

> >

> > Human Communication and Deafness Group, University of

Manchester, UK.

> >

> > BACKGROUND: Psychosocial treatments are the mainstay of

management of

> > autism in the UK but there is a notable lack of a systematic

evidence base for

> > their effectiveness. Randomised controlled trial (RCT) studies

in this area

> > have been rare but are essential because of the developmental

heterogeneity of

> > the disorder. We aimed to test a new theoretically based social

communication

> > intervention targeting parental communication in a randomised

design against

> > routine care alone. METHODS: The intervention was given in

addition to

> > existing care and involved regular monthly therapist contact for

6 months with

> > a further 6 months of 2-monthly consolidation sessions. It aimed

to educate

> > parents and train them in adapted communication tailored to

their child's

> > individual competencies. Twenty-eight children with autism were

randomised

> > between this treatment and routine care alone, stratified for

age and baseline

> > severity. Outcome was measured at 12 months from commencement of

intervention,

> > using standardised instruments. RESULTS: All cases studied met

full Autism

> > Diagnostic Interview (ADI) criteria for classical autism.

Treatment and

> > controls had similar routine care during the study period and

there were no

> > study dropouts after treatment had started. The active treatment

group showed

> > significant improvement compared with controls on the primary

outcome

> > measure--Autism Diagnostic Observation Schedule (ADOS) total

score,

> > particularly in reciprocal social interaction--and on secondary

measures of

> > expressive language, communicative initiation and parent-child

interaction.

> > Suggestive but non-significant results were found in Vineland

Adaptive

> > Behaviour Scales (Communication Sub-domain) and ADOS stereotyped

and

> > restricted behaviour domain. CONCLUSIONS: A Randomised Treatment

Trial design

> > of this kind in classical autism is feasible and acceptable to

patients. This

> > pilot study suggests significant additional treatment benefits

following a

> > targeted (but relatively non-intensive) dyadic social

communication treatment,

> > when compared with routine care. The study needs replication on

larger and

> > independent samples. It should encourage further RCT designs in

this area.

> > PMID: 15482502 [PubMed - indexed for MEDLINE]

> >

> > Autism. 2003 Jun;7(2):217-25.

> >

> > Research into early intervention for children with autism

and related

> > disorders: methodological and design issues. Report on a

workshop funded by

> > the Wellcome Trust, Institute of Child Health, London, UK,

November 2001.

> >

> > Charman T, Howlin P, Aldred C, Baird G, Degli Espinosa F,

Diggle T,

> > Kovshoff H, Law J, Le Couteur A, MacNiven J, Magiati I,

N, McConachie

> > H, Peacock S, Pickles A, Randle V, Slonims V, Wolke D.

> >

> > Publication Types: * Congresses * Research

Support, Non-U.S.

> > Gov't

> > PMID: 12846389 [PubMed - indexed for MEDLINE]

> >

> >

> >

> >

> > Hi all

> >

> > I am really crap at searching Pubmed, have tired but failed

miserably -

> > can anyone help me find this:

> >

> > Aldred, C.R., Pollard, C., , R., & , C.

> > (2001). Multi-disciplinary social communication intervention

> > for children with autism and Pervasive

> > Developmental Disorders: The Child's Talk research

> > project. Journal of Educational and Child Psychology,

> > 18, 76ˆ87.

> >

> > I think this is the intervention that is being used in the

current MRC

> > funded PACT study - which, when published, will claim it is the

> > only 'scientifically proven' developmental intervention for

autism.

> >

> > Thanks if you can help

> >

> > Zoe

> >

> >

> >

>