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Majorano M, Persici V, Santangelo M, Ferrari R, Bertelli B, Florit E, Lavelli M, Bastianello T, Guerzoni L, Cuda D. Narrative skills and language comprehension in preschool children with cochlear implants: A comparison with children with Developmental Language Disorder or typical development. JOURNAL OF COMMUNICATION DISORDERS 2024; 109:106424. [PMID: 38579544 DOI: 10.1016/j.jcomdis.2024.106424] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Revised: 02/21/2024] [Accepted: 03/25/2024] [Indexed: 04/07/2024]
Abstract
INTRODUCTION The narrative skills of children with cochlear implants (CIs) are fragile, but the factors at play and whether these difficulties could be similar to those detected in language impairment are not clear. The present study aims to assess, at the microstructural level, narrative skills, comparing children with CIs with children with Developmental Language Disorder (DLD) or Typical Development (TD). Furthermore, the relationship between verbal (lexical and morphosyntactic) comprehension and narrative skills across groups is investigated. METHODS The narratives of 19 children with CIs (Mage = 62.42 months, SD = 6.83), 13 children with DLD (Mage = 65.38 months, SD = 4.27), and 18 preschool children with TD (Mage = 63.67 months, SD = 4.31) were assessed in a standardized task. Articles, prepositions, pronouns, gender and number agreement, accuracy in the use of verbs, and number of arguments in each sentence were analysed. Lexical and morphosyntactic comprehension were also assessed. Performance was compared across groups using ANOVAs or Kruskal-Wallis tests. The role of lexical and morphosyntactic comprehension in predicting each morphological and syntactic element in the narrative task was examined using linear regressions. RESULTS Data analysis showed that both children with CIs and DLD had fragilities in narration, both in the morphological and syntactic components. Although some differences between children with CIs and those with DLD emerged in descriptive analyses, these were not statistically significant. Regressions showed that morphosyntactic comprehension predicted the number of pronouns produced only in the TD group. CONCLUSIONS The scarce differences between CI and DLD groups and the absence of an effect of morphosyntactic comprehension on pronoun production may be due to their low production of these elements in the narrative task and/or to a difficulty in managing pronouns in an expressive task regardless of their ability to comprehend them. Potential implications of these results are discussed.
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Affiliation(s)
| | | | | | | | | | - Elena Florit
- Department of Human Sciences, University of Verona, Verona, Italy
| | - Manuela Lavelli
- Department of Human Sciences, University of Verona, Verona, Italy
| | - Tamara Bastianello
- Department of Human Sciences, University of Verona, Verona, Italy; Department of Developmental Psychology and Socialisation, University of Padua, Padova, Italy
| | - Letizia Guerzoni
- Otorhinolaryngology Unit, Guglielmo da Saliceto Hospital, Piacenza, Italy
| | - Domenico Cuda
- Otorhinolaryngology Unit, Guglielmo da Saliceto Hospital, Piacenza, Italy
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Sun J, Justice LM, Shen Y, Jiang H, Villasanti HG, Schmitt MB. Dimensionality of Speech-Language Pathologists' Child-Directed Talk During School-Based Therapy With Primary-Grade Students. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:866-882. [PMID: 38118435 DOI: 10.1044/2023_ajslp-23-00162] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/22/2023]
Abstract
PURPOSE The purpose of this study was to examine the measurement structure of the linguistic features of speech-language pathologists' (SLPs) talk during business-as-usual therapy sessions in the public schools and to test the longitudinal stability of a theorized dimensional structure consisting of quantity, grammatical complexity, and lexical complexity. METHOD Seventy-five SLPs' talk during therapy sessions with primary-grade students was automatically transcribed and coded for linguistic features from a corpus of 579 videotaped therapy session videos collected at the beginning, middle, and end of one school year with an approximately 12-week interval. We explored video characteristics and conducted descriptive statistics on eight linguistic indices of SLP talk to examine the variability in SLP talk between therapy sessions. Confirmatory factor analyses were used to explore the dimensional structure of SLP talk at each time point separately for the theorized three dimensions, and we conducted longitudinal measurement invariance analyses to test the stability of the three-factor structural model across the academic year. RESULTS There were considerable variabilities among SLPs in the characteristics of SLP talk during therapy sessions. The proposed three-factor structure of SLP talk consisting of quantity, grammatical complexity, and lexical complexity had good model fit at all three time points. The linguistic measurement properties representing the three factors were invariant over time. CONCLUSIONS Results provided robust evidence of between-SLP variability in their child-directed talk, established a three-dimensional structure of the linguistic features in SLP talk, and identified that the linguistic features in SLP talk stably measured the same constructs across one school year, based on measurement invariance. The dimensions of SLP talk during therapy with students may represent important, malleable features of therapy that influence child language gains.
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Affiliation(s)
- Jing Sun
- Crane Center for Early Childhood Research and Policy, College of Education and Human Ecology, The Ohio State University, Columbus
| | - Laura M Justice
- Crane Center for Early Childhood Research and Policy, College of Education and Human Ecology, The Ohio State University, Columbus
| | - Ye Shen
- Crane Center for Early Childhood Research and Policy, College of Education and Human Ecology, The Ohio State University, Columbus
- Department of Teaching and Learning, College of Education and Human Ecology, The Ohio State University, Columbus
| | - Hui Jiang
- Crane Center for Early Childhood Research and Policy, College of Education and Human Ecology, The Ohio State University, Columbus
| | | | - Mary Beth Schmitt
- Department of Speech, Language, and Hearing Sciences, Moody College of Communication, The University of Texas at Austin
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Calder SD, Claessen M, Leitão S, Ebbels S. A profile of expressive inflectional morphology in early school-age children with developmental language disorder. CLINICAL LINGUISTICS & PHONETICS 2022; 36:341-358. [PMID: 34076547 DOI: 10.1080/02699206.2021.1931454] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Revised: 05/12/2021] [Accepted: 05/12/2021] [Indexed: 06/12/2023]
Abstract
Previous research has established that children with developmental language disorder (DLD) have difficulties producing inflectional morphology, in particular, finiteness marking. However, other categories of inflectional morphology, such as possessive 's nominal inflection remain relatively unexplored. Analyses of the characteristics for marking inflection, such as allomorphic categories, may increase our understanding of patterns within disordered grammar to inform the design of interventions and target selection. Data from n = 30 early school-aged children (M = 75 months, SD = 3.38, range = 69-81 months) with DLD were analysed to develop a profile of inflectional morphology skills. Morphological categories included expressive regular past tense, third person singular, and possessive 's. Skills were profiled using an elicitation task. The relationships between expressive morphosyntax, and phonological short-term memory and working memory were also explored. Children demonstrated low accuracy in performance across all inflectional categories, including possessive 's. There were no significant differences between productions of different morphemes, but syllabic allomorphs ([əd]; [əz]) were produced with significantly lower accuracy than segmental allomorphs ([d], [t]; [z], [s]) across all morphological categories. All correlations between expressive morphosyntax and measures of memory were non-significant. Children with DLD show broad deficits in the ability to mark for inflection, including possessive 's; this has implications for theories explaining DLD. Findings may contribute to the design of urgently needed interventions for this clinical population.
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Affiliation(s)
- Samuel D Calder
- School of Occupational Therapy, Social Work, and Speech Pathology, Curtin University, Perth, Western Australia
| | - Mary Claessen
- School of Occupational Therapy, Social Work, and Speech Pathology, Curtin University, Perth, Western Australia
| | - Suze Leitão
- School of Occupational Therapy, Social Work, and Speech Pathology, Curtin University, Perth, Western Australia
| | - Susan Ebbels
- Moor House Research and Training Institute, Moor House School & College, Oxted, UK
- Language and Cognition, University College London, London, UK
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Calder SD, Claessen M, Leitão S, Ebbels S. Evaluating two different dose frequencies and cumulative intervention intensities to improve past tense production for early school-aged children with developmental language disorder. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2021; 56:1278-1295. [PMID: 34431174 DOI: 10.1111/1460-6984.12667] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 07/08/2021] [Accepted: 08/06/2021] [Indexed: 06/13/2023]
Abstract
AIMS This study compared two dose frequency conditions of an explicit intervention with 50 trials per session designed to improve past tense marking in early school-aged children with developmental language disorder (DLD). The influence of allomorphs on intervention effects was also examined. METHODS Data from previously conducted intervention studies were combined and analysed. Participants included nine children (mean age = 6;5 years) who received 20-30-min intervention sessions provided twice per week for 10 weeks (1000 trials; 400-600 min) and 20 children (mean age = 6;6) who received 20-30-min intervention sessions provided once per week for 10 weeks (500 trials; 200-300 min). Repeated measures included criterion-referenced probes for production of untrained past tense verbs collected throughout baseline, intervention, and maintenance phases. The rate of progress in each phase was analysed using logistic regression. The proportion of participants who produced past tense allomorphs correctly at pre-intervention, post-intervention, and maintenance testing points was analysed. RESULTS Logistic regression showed a stable baseline, highly significant progress during the intervention phase, and a marginally significant shallow decline during the maintenance phase. Those in the twice per week group showed a greater rate of progress during the intervention phase leading to significantly higher scores in the maintenance period when compared with the once per week group. The allomorphic category of past tense verbs did not appear to influence outcomes. CONCLUSIONS Participants receiving intervention twice per week appeared to demonstrate a greater rate of progress with intervention than those receiving it once per week, although once per week was also effective. However, these results should be interpreted with caution. Limitations to study design indicate that a larger randomised controlled trial is required. All past tense allomorphs improve to a similar degree when treated with this intervention. WHAT THIS PAPER ADDS What is already known on the subject Understanding the parameters of dosage and intensity are important for clinical practice. Research evaluating the efficacy and/or effectiveness of interventions delivered in different dose/intensity conditions is scarce. There appears to be different interpretations of what constitutes dosage and intensity in published research. What this paper adds to existing knowledge This study retrospectively compared dosage and intensity conditions of intervention provided twice per week to intervention provided once per week. Both dose frequencies could be delivered in clinical settings. Results from this study were analysed by grouping data from multiple testing points, rather than comparing pre-post results. This approach demonstrated the variability of individual performance that would otherwise be lost with conventional methods of analysis. This study demonstrated that all past tense allomorphs improve to a similar degree when treated with this intervention. What are the potential or actual clinical implications of this work? Parameters of dosage and intensity are still not clearly defined well enough for translation to clinical practice. In consideration of current research, this intervention may be more effective if delivered twice per week. If clinicians are treating past tense, all allomorphs should be considered as priorities for intervention targets.
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Affiliation(s)
- Samuel D Calder
- Curtin School of Allied Health, Curtin University, Western Australia, Perth, Australia
| | - Mary Claessen
- Curtin School of Allied Health, Curtin University, Western Australia, Perth, Australia
| | - Suze Leitão
- Curtin School of Allied Health, Curtin University, Western Australia, Perth, Australia
| | - Susan Ebbels
- Moor House Research and Training Institute, Moor House School & College, Oxted, UK
- Language and Cognition, University College London, UK
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Segura-Pujol H, Briones-Rojas C. Treatment intensity for developmental language disorder: A systematic review. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2021; 23:465-474. [PMID: 33522291 DOI: 10.1080/17549507.2020.1856412] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PURPOSE Research on treatment intensity in children with developmental language disorder (DLD) has undergone substantial development over the last decade. The aim of the present review was to analyse available publications as related to methodological quality, degree of scientific evidence, and the areas/aspects of language involved. METHOD A systematic review of the scientific literature was conducted using the PRISMA guidelines. A total of 9 articles from 34 published investigations in the field were selected for review according to our inclusion criteria. RESULT The articles addressed the effects of treatment intensity primarily considering expressive morphology and vocabulary. The methodological quality and levels of evidence provided by the studies were high. In general, the effect sizes of dependent variables were considered large. CONCLUSION The number of articles investigating treatment intensity in DLD is scarce. High variability of stimuli was associated with improvements in morphology, whereas vocabulary did not demonstrate the same association. Further research on treatment intensity is needed to address transference and generalisation of the treated abilities.
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Affiliation(s)
- Hugo Segura-Pujol
- Escuela de Fonoaudiología, Facultad de Salud, Universidad Santo Tomás, Chile
| | - César Briones-Rojas
- Escuela de Fonoaudiología, Facultad de Salud, Universidad Santo Tomás, Chile
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Hall J, Plante E. Data-Informed Guideposts for Decision Making in Enhanced Conversational Recast Treatment. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:2068-2081. [PMID: 32960647 PMCID: PMC8740566 DOI: 10.1044/2020_ajslp-20-00017] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2020] [Revised: 05/29/2020] [Accepted: 06/18/2020] [Indexed: 06/01/2023]
Abstract
Background To maximize treatment efficiency, it would be useful to determine how long to continue a treatment approach before concluding that it is not effective for a particular client, whether and when generalization of treatment is likely to occur, and at what point to end treatment once a child is approaching mastery. Method We analyzed aggregate data from 117 preschoolers with developmental language disorder from a decade of treatment studies on Enhanced Conversational Recast therapy to determine whether the timing of treatment response impacts its overall effectiveness and whether certain levels of accuracy during treatment enable 100% accurate generalization after treatment ends. Results We found that children who take longer than 10 days to answer one item correctly during treatment are unlikely to ever respond to the treatment approach. Generalization accuracy closely followed treatment accuracy, suggesting the two are tightly linked for this treatment method. We did not find evidence that attaining a certain level of accuracy below 100% during treatment enabled children to generalize with 100% accuracy after treatment ended. Conclusions Clinicians using Enhanced Conversational Recast treatment can use these markers to help make evidence-based decisions in their practice regarding how long to continue treatment. Importantly, these data suggest that stopping treatment before a child has attained 100% accuracy (for at least three sessions) does not ensure that a child will ever reach 100% accuracy on their own.
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Affiliation(s)
- Jessica Hall
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
| | - Elena Plante
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
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Venker CE, McDaniel J, Yasick M. Speech-Language Pathologists' Ratings of Telegraphic Versus Grammatical Utterances: A Survey Study. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:2271-2280. [PMID: 32579870 PMCID: PMC7838838 DOI: 10.1044/2020_jslhr-19-00132] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2019] [Revised: 01/27/2020] [Accepted: 03/13/2020] [Indexed: 06/11/2023]
Abstract
Purpose It is common for speech-language pathologists (SLPs) to simplify their utterances when talking to children with language delays, but there is disagreement about whether simplified utterances should be grammatical (e.g., Daddy is running, See the cookie?) or telegraphic (e.g., Daddy running, See cookie?). This study examined the extent to which SLPs reported grammatical versus telegraphic utterances to sound like something they would say and investigated whether results differed based on SLPs' perspectives about the usefulness of telegraphic input. Method Ninety-three practicing SLPs completed an online survey. SLPs rated the extent to which a list of telegraphic and grammatical utterances sounded like something they would say to a child with a language delay who is prelinguistic or at the one- or two-word stages of spoken language development. Results SLPs who did not view telegraphic input as useful or felt neutral about this issue rated grammatical utterances to sound significantly more like something they would say than telegraphic utterances. However, findings differed for SLPs who viewed telegraphic input as useful. There was no significant difference in the extent to which these SLPs reported grammatical versus telegraphic utterances to sound like something they would say. Conclusions As incorrect language models, telegraphic utterances are counterexamples to the grammatical structure of English that may make it more difficult for learners to detect regularities in the language input they hear. Unless empirical evidence emerges in support of telegraphic input, it may be beneficial to maximize grammatical input provided to children with language delays.
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Affiliation(s)
- Courtney E. Venker
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing
| | | | - Megan Yasick
- Department of Communicative Sciences and Disorders, Michigan State University, East Lansing
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Eidsvåg SS, Plante E, Oglivie T, Privette C, Mailend ML. Individual Versus Small Group Treatment of Morphological Errors for Children With Developmental Language Disorder. Lang Speech Hear Serv Sch 2019; 50:237-252. [PMID: 31017851 PMCID: PMC6802871 DOI: 10.1044/2018_lshss-18-0033] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2018] [Revised: 06/20/2018] [Accepted: 10/19/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose This study examines the effects of enhanced conversational recast for treating morphological errors in preschoolers with developmental language disorder. The study assesses the effectiveness of this treatment in an individual or group ( n = 2) setting and the possible benefits of exposing a child to his or her partner's treatment target in addition to his or her own. Method Twenty children were assigned to either an individual ( n = 10) or group ( n = 10, 2 per group) condition. Each child received treatment for 1 morpheme (the target morpheme) for approximately 5 weeks. Children in the group condition had a different target from their treatment partner. Pretreatment and end treatment probes were used to compare correct usage of the target morpheme and a control morpheme. For children in the group condition, the correct usage of their treatment partner's target morpheme was also examined. Results Significant treatment effects occurred for both treatment conditions only for morphemes treated directly (target morpheme). There was no statistically significant difference between the treatment conditions at the end of treatment or at follow-up. Children receiving group treatment did not demonstrate significant gains in producing their partner's target despite hearing the target modeled during treatment. Conclusions This study provides the evidence base for enhanced conversational recast treatment in a small group setting, a treatment used frequently in school settings. Results indicate the importance of either attention to the recast or expressive practice (or both) to produce gains with this treatment. Supplemental Material https://doi.org/10.23641/asha.7859975.
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Affiliation(s)
- Sunniva S. Eidsvåg
- Department of Biological and Medical Psychology, University of Bergen, Norway
| | - Elena Plante
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
| | - Trianna Oglivie
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
| | - Chelsea Privette
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
| | - Marja-Liisa Mailend
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
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Combiths PN, Barlow JA, Richard JT, Pruitt-Lord SL. Treatment Targets for Co-Occurring Speech-Language Impairment: A Case Study. PERSPECTIVES OF THE ASHA SPECIAL INTEREST GROUPS 2019; 4:240-256. [PMID: 31214657 PMCID: PMC6581461 DOI: 10.1044/2019_pers-sig1-2018-0013] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
PURPOSE The intersection of speech and language impairments is severely understudied. Despite repeatedly documented overlap and co-occurrence, treatment research for children with combined phonological and morphosyntactic deficits is limited. Especially little is known about optimal treatment targets for combined phonological-morphosyntactic intervention. We offer a clinically focused discussion of the existing literature pertaining to interventions for children with combined deficits and present a case study exploring the utility of a complex treatment target in word-final position for co-occurring speech and language impairment. METHOD Within a school setting, a kindergarten child (age 5;2) with co-occurring phonological disorder and developmental language disorder received treatment targeting a complex consonant cluster in word-final position inflected with third-person singular morphology. RESULTS For this child, training a complex consonant cluster in word-final position resulted in generalized learning to untreated consonants and clusters across word positions. However, morphological generalization was not demonstrated consistently across measures. CONCLUSION These preliminary findings suggest that training complex phonology in word-final position can result in generalized learning to untreated phonological targets. However, limited improvement in morphology and word-final phonology highlights the need for careful monitoring of cross-domain treatment outcomes and additional research to identify the characteristics of treatment approaches, techniques, and targets that induce cross-domain generalization learning in children with co-occurring speech-language impairment.
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Plante E, Gómez RL. Learning Without Trying: The Clinical Relevance of Statistical Learning. Lang Speech Hear Serv Sch 2018; 49:710-722. [PMID: 30120448 PMCID: PMC6198914 DOI: 10.1044/2018_lshss-stlt1-17-0131] [Citation(s) in RCA: 51] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2017] [Revised: 01/18/2018] [Accepted: 02/07/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose Statistical learning research seeks to identify the means by which learners, with little perceived effort, acquire the complexities of language. In the past 50 years, numerous studies have uncovered powerful learning mechanisms that allow for learning within minutes of exposure to novel language input. Method We consider the value of information from statistical learning studies that show potential for making treatment of language disorders faster and more effective. Results Available studies include experimental research that demonstrates the conditions under which rapid learning is possible, research showing that these findings apply to individuals with disorders, and translational work that has applied learning principles in treatment and educational contexts. In addition, recent research on memory formation has implications for treatment of language deficits. Conclusion The statistical learning literature offers principles for learning that can improve clinical outcomes for children with language impairment. There is potential for further applications of this basic research that is yet unexplored.
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Kover ST. Distributional Cues to Language Learning in Children With Intellectual Disabilities. Lang Speech Hear Serv Sch 2018; 49:653-667. [PMID: 30120444 PMCID: PMC6198915 DOI: 10.1044/2018_lshss-stlt1-17-0128] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2017] [Revised: 01/19/2018] [Accepted: 03/11/2018] [Indexed: 02/05/2023] Open
Abstract
Purpose In typical development, distributional cues-patterns in input-are related to language acquisition processes. Statistical and implicit learning refer to the utilization of such cues. In children with intellectual disability, much less is known about the extent to which distributional cues are harnessed in mechanisms of language learning. Method This tutorial presents what is known about the process of language learning in children with language impairments associated with different sources of intellectual disability: Williams syndrome, autism spectrum disorder, Down syndrome, and fragile X syndrome. Results A broad view is taken on distributional cues relevant to language learning, including statistical learning (e.g., transitional probabilities) and other patterns that support lexical acquisition (e.g., sensitivities to sound patterns, cross-situational word learning) or relate to syntactic development (e.g., nonadjacent dependencies). Conclusions Critical gaps in the literature are highlighted. Research in this area is especially limited for Down syndrome and fragile X syndrome. Future directions for taking learning theories into account in interventions for children with intellectual disability are discussed, with a focus on the importance of language input.
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Affiliation(s)
- Sara T. Kover
- Department of Speech and Hearing Sciences, University of Washington, Seattle
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Hadley PA, McKenna MM, Rispoli M. Sentence Diversity in Early Language Development: Recommendations for Target Selection and Progress Monitoring. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 27:553-565. [PMID: 29497741 DOI: 10.1044/2017_ajslp-17-0098] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2017] [Accepted: 10/19/2017] [Indexed: 06/08/2023]
Abstract
PURPOSE This clinical focus article describes how to assess and when to target diverse, simple sentences as part of early language intervention. METHOD The theoretical foundations and clinical motivations for assessing sentence diversity based on unique combinations of subjects and verbs are explained, followed by a description of how to compute the measure. Sentence diversity is then related to familiar developmental measures of lexical diversity, utterance length, and grammatical complexity in a sample of 40 typically developing toddlers at 30 months of age. Descriptive and correlational analyses are used to demonstrate how sentences become more diverse as utterances also become longer and more complex. CONCLUSIONS The ability to produce simple sentences with diverse subject-verb combinations is proposed as a general developmental expectation for toddlers at 30 months of age. All 40 children produced at least 10 different subject-verb combinations in 30 min of parent-toddler conversation. Sentence diversity is also associated with familiar developmental measures. Recommendations are provided for using the measure of sentence diversity to inform treatment planning and monitor progress for young children with language disorders. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.5895976.
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Affiliation(s)
- Pamela A Hadley
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign
| | - Megan M McKenna
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign
| | - Matthew Rispoli
- Department of Speech and Hearing Science, University of Illinois at Urbana-Champaign
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