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Shengfu’s current study will explore optimal recast rates within sessions, so watch this space!

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We have explored some differences in ways dosage is conceptualised in the context of recasting.

Based on current literature, it is hard to determine optimal dose for recasting.

With high variability input, recasting is effective if delivered for 5 weeks with a recast rate of 0.8/min five times per week.

We found recasting is effective if delivered > 8 weeks with a recast rate > 1.4/min in 30 min twice per week sessions if input variability isn’t considered.

The review was an iterative process as we found only ONE lab which had systematically had investigated varying parameters of dosage for recasting.

Sam Calder @samueldcalder.bsky.social · 25/02/2025

The first paper from Shengfu’s PhD! A scoping review on recast dosage for children with #DLD. With increased attention to how much we do of what we do, this is an important contribution @ashajournals.bsky.social

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Come and join our @utas.edu.au Speech Pathology team to deliver the first and only program in the state! careers.utas.edu.au/en/job/50062...

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Current Vacancies

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This research was driven by an ongoing evaluation of TheMEDI. Check out the intervention manual here, along with other free-to-access resources for #SLP practice from #LaLYP: languageandliteracyinyoungpeople.com/resources/fr...

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More work needs to be done to explore the perspectives of caregivers of and children with #DevLangDis as the consumers of such interventions.

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Overall, the findings suggest an ongoing need to evaluate grammar interventions to inform #EBP, with a focus on additional support to embed their use in practice, which may be a challenge for #SLPs.

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Responses suggest: 1) Grammar is viewed as the critical framework for language, 2) providing grammar intervention takes skill and even experienced clinicians are honing their craft, and 3) there are professional tensions and challenges implementing grammar intervention at a contextual level.

These are preliminary findings through a PAR approach to inform ongoing evaluations of grammar interventions through the lens of those who deliver the interventions.