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Related Concept Videos

Blind Procedures02:07

Blind Procedures

Ideally, the people who observe and record the children’s behavior are unaware of who was assigned to the experimental or control group, in order to control for experimenter bias. Experimenter bias refers to the possibility that a researcher’s expectations might skew the results of the study. Remember, conducting an experiment requires a lot of planning, and the people involved in the research project have a vested interest in supporting their hypotheses. If the observers knew which child was...
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Blinding01:11

Blinding

Blinding is a commonly used method of not telling participants which treatment a subject is receiving. Blinding is a critical part of a randomized control trial or RCT. It reduces the bias that affects the results. In an RCT, blinding is used in the form of a placebo. A placebo effect occurs when untreated subjects falsely believe they have received the treatment and report improved symptoms. A placebo or a dummy treatment is administered to subjects to negate the bias caused by such an effect.

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Related Experiment Video

Updated: Jun 11, 2026

Repeated Transcranial Magnetic Stimulation Combined with Action Observation Training in Children with Spastic Cerebral Palsy
07:20

Repeated Transcranial Magnetic Stimulation Combined with Action Observation Training in Children with Spastic Cerebral Palsy

Published on: August 9, 2024

Comparing Speech Therapy Service Delivery Models in Iranian Primary Schools: A Double-Blind Randomized Controlled

Masoomeh Salmani, Masume Zareei, Marziyeh Maddah

    Folia Phoniatrica Et Logopaedica : Official Organ of the International Association of Logopedics and Phoniatrics (IALP)
    |June 9, 2026
    PubMed
    Summary
    This summary is machine-generated.

    Two speech and language therapy (SLT) models, self-contained classrooms and teacher-based collaboration, proved feasible for improving language skills in Iranian schools. The self-contained model showed broader gains, while the teacher-based model offered selective improvements.

    Related Experiment Videos

    Last Updated: Jun 11, 2026

    Repeated Transcranial Magnetic Stimulation Combined with Action Observation Training in Children with Spastic Cerebral Palsy
    07:20

    Repeated Transcranial Magnetic Stimulation Combined with Action Observation Training in Children with Spastic Cerebral Palsy

    Published on: August 9, 2024

    Area of Science:

    • Speech and Language Therapy
    • Educational Psychology
    • Public Health

    Background:

    • Delivering speech and language therapy (SLT) in mainstream schools is challenging globally, especially in low-resource settings.
    • Limited evidence exists on the feasibility and effectiveness of SLT service delivery models in resource-constrained educational systems.
    • This study addresses this gap by investigating SLT models in Iranian regular schools.

    Purpose of the Study:

    • To evaluate the feasibility and outcomes of two distinct SLT service delivery models in mainstream Iranian primary schools.
    • To compare the effectiveness of self-contained classrooms versus collaborative-consultative teacher-based models for children with language difficulties.
    • To provide evidence for adapting SLT services to local educational contexts and resource limitations.

    Main Methods:

    • A randomized controlled trial involving 340 children (K-2nd grade) across six primary schools in Semnan, Iran.
    • Comparison of two models: self-contained classroom and collaborative-consultative teacher-based, against a control group.
    • 10-week interventions targeting vocabulary, syntax, and narrative skills, with language assessed using the Persian TOLD-P3 at baseline, post-intervention, and 6-month follow-up.

    Main Results:

    • Both intervention models significantly improved overall language abilities compared to baseline (p < 0.05).
    • The self-contained classroom model yielded more comprehensive and consistent improvements across semantic, grammatical, and narrative skills.
    • The collaborative-consultative teacher-based model demonstrated specific enhancements, particularly in grammar and expressive language.

    Conclusions:

    • Both self-contained and collaborative-consultative SLT models are feasible and relatively effective for supporting at-risk children in Iranian mainstream schools.
    • The findings emphasize the need to tailor SLT service delivery frameworks to specific local educational contexts and resource availability.
    • Further large-scale research is recommended to validate these results and inform national policies on inclusive education.