In a small study of 5-year-olds with cerebral palsy, Allison et al. found that articulatory precision was significantly lower than in typically-developing children, but range of articulatory motions didn’t differ.
Cowan et al. provide a meta-analysis of studies of behavioral momentum in intervention for children with autism (ASD). They found that behavioral momentum is well-supported by research as an effective strategy for participation and task-completion in children with ASD. More specifically, they found the greatest evidence for high-probability command sequences, which “involve(s) instructing a child… to perform multiple tasks that they have successfully demonstrated or are likely to perform, before asking them to comply with a request that is more difficult or less likely to be completed (Mace et al. 1988).”
Gandhi et al., in a study of over 200 4th-grade students, provide evidence in support of read-aloud accommodations for test taking for children with decoding-based reading disabilities, compared to no accommodations.
Olszewski et al. examine the PAth to Literacy program (we’ve seen this program highlighted before; recall that it’s a phonological awareness program for preschool/kindergarten children). The results of this study emphasize that active engagement is required for children to learn alphabetic principles and phoneme-level skills, and that exposure alone isn’t enough.
Allison, K.M., Annear, L., Policicchio, M., & and Hustad, K.C. (2017). Range and Precision of Formant Movement in Pediatric Dysarthria. Journal of Speech, Language, and Hearing Research. Advance online publication. doi:10.1044/2017_JSLHR-S-15-0438
Cowan, R.J., Abel, L., & Candel, L. (2017) A meta-analysis of single-subject research on behavioral momentum to enhance success in students with autism. Journal of Autism and Developmental Disorders. Advance online publication. doi:10.1007/s10803-017-3076-6
Gandhi, A.G., Ogut, B., Stein, L., Bzura, R., & Danielson, L. (2017). Enhancing Accessibility for Students With Decoding Difficulties on Large-Scale Reading Assessments. Journal of Learning Disabilities. Advance online publication. doi:10.1177/0022219417714774
Olszweski, A., Soto, X., Goldstein, H. (2017). Modeling alphabet skills as instructive feedback within a phonological awareness intervention. American Journal of Speech–Language Pathology. Advance online publication. doi:10.1044/2017_AJSLP-16-0042