Journal of Rehabilitation Sciences & Research

Comparing the Applicability of Three Different Speech Therapy Service Delivery Models for Preschoolers with Intellectual Disability: A Single-Blind Randomized Controlled Trial

Monireh Aminian; Mahnaz Karbalaei Sadegh; Masoomeh Salmani; Hayat Ameri

Volume 11, Issue 2 , June 2024, , Pages 94-101

Abstract

Backgrounds: Many Speech and language pathologists (SLPs) are employed by Iran’s Ministry of Education, with services traditionally delivered through a pull-out model. However, ... Read More Backgrounds: Many Speech and language pathologists (SLPs) are employed by Iran’s Ministry of Education, with services traditionally delivered through a pull-out model. However, alternative service delivery models (SDMs), such as classroom-based and consultant approaches, are also available for SLPs working in schools. While the advantages of these approaches have been established in other countries, their effectiveness in the Iranian context remains unexplored. This study sought to determine which SDM is more effective in enhancing language skills among Persian-speaking children with intellectual disability (ID) in Iran.Methods: This study employed a single-blind, randomized, controlled trial design. Twenty-one preschoolers, with a mental age of approximately 4:6, were randomly assigned to one of three groups (pull-out, classroom-based, and consultant) to receive speech therapy services. Language skills of all students were assessed by an experienced speech therapist using the Persian version of Test of Language Development-Persian:3 (TOLD-P:3), which has demonstrated favorable content validity and acceptable reliability. The language age of students on core subtests and their compositions were compared using the Kruskal-Wallis test.Results:Analyzing language areas and compositions revealed that speech therapy was effective across all delivery service models. However, notable changes were observed in students under the consultant model, particularly in their "Grammatical completion" score (p = 0.011). Additionally, significant improvements were noted in four other composition scores: 'spoken language' (p = 0.05), 'organizing' (p = 0.009), 'speaking' (p = 0.017), and 'syntax' (p = 0.055).Conclusion: The findings of this study demonstrate that speech therapy, irrespective of the service delivery models (SDMs), effectively improves language skills in children with ID. However, the consultant model emerged as the most effective among the three models (pull-out, classroom-based, and consultant) for children with ID.

The Impact of Teaching Communication Skills to Mothers on Reducing Behavioral Problems in Children with Cerebral Palsy: A Quasi-Experimental Study

Hossein Alibakhshi; Mona Simin ghalamaval; Karim Ayoubi Avaz; Masoomeh Salmani; Aliakbar Pahlavanian; Fatemeh Motaharinezhad; Zahed Kanani

Volume 10, Issue 4 , December 2023, , Pages 222-227

Abstract

Background: Cerebral palsy (CP) affects different aspects of children's development. Some of these negative effects, such as behavioral issues in children, could be mitigated by teaching ... Read More Background: Cerebral palsy (CP) affects different aspects of children's development. Some of these negative effects, such as behavioral issues in children, could be mitigated by teaching mothers, as the primary caregivers, the proper skills. The study aims to explore the impact of instructing communication skills to mothers as primary caregivers of children with cerebral palsy (CP) in mitigating behavioral problems exhibited by these children. Methods: In this semi-experimental study, we recruited 42 mothers with children aged 4-10 years diagnosed with cerebral palsy .The mothers were required to be literate, aged between 20 and 40, and their children's mobility score should be at or below 3 in the Gross Motor Function Classification System (GMFCS). Convenient sampling was used for participant selection. The Rutter Children's Behavioral Questionnaire was administered to assess the children's behavioral problems before and after the training. The experimental group participated in nine 90-minute training sessions to improve their communication with their children. In contrast, the control group received no intervention for children's behavioral problems. The collected data were analyzed using Multivariate Analysis of Covariance (MANCOVA). Results: Comparing the mean scores of the two groups in five sub-tests of the Rutter Children's Behavioral Questionnaire revealed significant differences in the following domains: Aggression & hyperactivity, Social incompatibility, Anti-social behaviors, Anxiety & Depression, and General Behavioral problems before the training, indicating variations between the groups (p = 0.001). Following the training, the experimental group significantly reduced all five subtests of Rutter's questionnaire (p = 0.001). Conclusion: The study suggests that equipping mothers with effective communication skills can lead to changes in their interactions with children who have CP and potentially reduce behavioral problems in these children. Consequently, rehabilitation teams may want to consider incorporating communication skills training programs into their overall therapeutic strategies for children with CP.

Adaptation and Psychometric Features of a Parent Report Measure to Profile Conversational Skills in Persian-Speaking Children with and without Language Disorders

Masoomeh Salmani; Fatemeh Paknazar; Jalal Bakhtiyari; Marziyeh Maddah; Fatemeh Malayjerdi; Amir Shakibi

Volume 10, Issue 3 , September 2023, , Pages 162-173

Abstract

Backgrounds: Language professionals require effective tools to gather accurate information about children's language in diverse settings. This study aimed to create a Persian version ... Read More Backgrounds: Language professionals require effective tools to gather accurate information about children's language in diverse settings. This study aimed to create a Persian version of the Preschoolers' Conversational Skills scale and gather initial data on conversational skills in children with and without language disorders.Method: The study primarily aimed to adapt an English research instrument into a Persian version. To achieve this goal, the research team employed a comprehensive process, including forward translation, synthesis of translations (harmony), backward translations (consolidation), expert committee review, cognitive interviewing, test of pre-final version, and submission and appraisal of all written reports. The participants involved in this process consisted of four translators, a statistician, a linguist, a speech therapist, the research team, eleven language professionals, ten mothers for cognitive interviewing, and 114 mothers for pretesting the final adapted version. A test-retest approach was utilized to assess the scale's reliability.Results: During the translation process, there were no complicated words or phrases encountered. The expert panel retained all items from the adapted version, adding examples to two items. Participants who evaluated the Persian version found the items clear and straightforward. The Content Validity Ratio (CVR) and Scale Content Validity Index (S-CVI) were 1 and above 0.9, respectively, indicating high content validity. The Cronbach's alpha value, which measures the scale's internal consistency, was calculated to be 0.9, signifying a high level of reliability. The scale used cut-off points of at or below 2.5, between 2.5 and 4.8, and at or above 4.8 to categorize children based on their conversational skills.Conclusion: the adapted version of the Preschoolers’ Conversational Skills scale has demonstrated excellent validity and high reliability. Moreover, the scale is easy and quick to administer, making it suitable for use in clinical settings to evaluate children's pragmatic language abilities. Based on the scale's categorization, children can be classified into three groups: "no or infrequent pragmatic skills," "emerging pragmatic skills," and "well-developed pragmatic skills."

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Author = Salmani, Masoomeh

Comparing the Applicability of Three Different Speech Therapy Service Delivery Models for Preschoolers with Intellectual Disability: A Single-Blind Randomized Controlled Trial

Abstract

The Impact of Teaching Communication Skills to Mothers on Reducing Behavioral Problems in Children with Cerebral Palsy: A Quasi-Experimental Study

Abstract

Adaptation and Psychometric Features of a Parent Report Measure to Profile Conversational Skills in Persian-Speaking Children with and without Language Disorders

Abstract