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    Vocabulary Acquisition and Usage for Late Talkers: The Feasibility of a Caregiver-Implemented Telehealth Model

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    Mettler_et_al_2023_combined.pdf
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    Description:
    Final Accepted Manuscript
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    Author
    Mettler, Heidi M.
    Neiling, Sarah Lynn
    Figueroa, Cecilia R.
    Evans-Reitz, Nora
    Alt, Mary
    Affiliation
    Department of Speech, Language, & Hearing Sciences, The University of Arizona
    Issue Date
    2023-01-12
    
    Metadata
    Show full item record
    Publisher
    American Speech Language Hearing Association
    Citation
    Mettler, H. M., Neiling, S. L., Figueroa, C. R., Evans-Reitz, N., & Alt, M. (2023). Vocabulary Acquisition and Usage for Late Talkers: The Feasibility of a Caregiver-Implemented Telehealth Model. Journal of Speech, Language, and Hearing Research, 66(1), 257–275.
    Journal
    Journal of Speech, Language, and Hearing Research
    Rights
    Copyright © 2022 American Speech-Language-Hearing Association.
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    Purpose: This feasibility study examined a caregiver-implemented telehealth model of the Vocabulary Acquisition and Usage for Late Talkers (VAULT) proto-col. We asked whether caregivers could reach fidelity on VAULT, if the protocol was socially and ecologically valid, and if late-talking toddlers could learn new words with this model. Method: Five late-talking monolingual and bilingual toddlers and four caregivers participated. The caregiver-related research questions involved measurements taken at multiple time points and replication across subjects but did not follow a specific research design. The toddler-related research questions included ele-ments of a single-case design. Caregivers completed self-paced online training modules and then provided 8 weeks of VAULT to their children with remote coaching. Fidelity data were collected during coached sessions and through rating scales. Social and ecological validity data were collected via surveys and interviews. Children’s word learning was measured before, during, and after treatment via production of targets and controls and via standardized vocabulary inventories. Results: Caregivers demonstrated high fidelity to VAULT throughout treatment. They reported being comfortable with many aspects of VAULT. Feedback was mixed regarding the time required. Many reported their child was talking more as a result of the program. Visual analysis revealed that toddlers learned more target than control words, which was corroborated by Tau-U and d effect size analyses. Conclusion: A caregiver-implemented telehealth model of VAULT was feasible, was socially and ecologically valid, and benefited toddlers, making this a worth-while model for future studies to examine.
    Note
    Immediate access
    ISSN
    1092-4388
    EISSN
    1558-9102
    DOI
    10.1044/2022_jslhr-22-00285
    Version
    Final accepted manuscript
    ae974a485f413a2113503eed53cd6c53
    10.1044/2022_jslhr-22-00285
    Scopus Count
    Collections
    UA Faculty Publications

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