Background: Rehabilitation for cognitive-communication impairments following brain injury can be complex given the heterogenous nature of impairments post injury. Project-based intervention has the potential to improve communication skills and create a meaningful real-life context where individuals collaborate to develop a concrete product, which…

Foetal growth restriction is associated with problems in neurocognitive development. In the present study, prospectively collected cohorts of foetal growth restricted (FGR) and appropriate for gestational age grown (AGA) children were examined at early school-age by using the Children's Communication Checklist-2 (CCC-2) to test the hypothesis that…

Purpose: Early Achievements for Education Settings (EA-ES) is a teacher-implemented naturalistic developmental behavioral intervention for preschoolers with autism spectrum disorder (ASD) targeting core social communication impairments. The purpose of this pilot randomized controlled clinical trial (RCT) was to examine promise of efficacy of this…

The paper presents a review of the constituent skills and environmental factors which influence the initial onset and continued acquisition of requests for information in normally developing children to provide the foundation for a protocol for assessing and treating children impaired in requesting information. Specific assessment and treatment…

A language intervention approach which incorporates communication games involving vocabulary, syntax, articulation, and conversational situations appeared to result in positive changes for children with no or moderate language delays, but not for those with severe cognitive delays. (CL)

This article presents data showing that two of the four forms of neuroplasticity, homologous area adaptation and map extension, are relevant to recovery from aphasia. It discusses factors related to neuroplastic activity during language recovery, including neurophysiological, subject, and environmental treatment variables. (Contains references.)…

Explores implications of Vygotskian developmental model for teaching number concepts to children with communication difficulties. Postulates these children develop individualized learning strategies that reflect the context of their condition. Discusses a study involving number conservation among children with communication difficulties. Advocates…