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Ebert KD, Lee H. Individual Predictors of Language Treatment Response in Children With Developmental Language Disorder: A Systematic Review. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024; 67:2708-2728. [PMID: 38991168 DOI: 10.1044/2024_jslhr-23-00665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/13/2024]
Abstract
PURPOSE Treatment response is the degree to which an individual benefits from a treatment. This systematic review sought to identify and synthesize research evidence regarding individual characteristics that predict language treatment response among children with developmental language disorder (DLD). METHOD To be eligible for inclusion, articles needed to report results of an oral language treatment program in a group of children aged 4-10 years with identified DLD and also include a quantitative analysis of the relation between one or more pretreatment child characteristics and the outcome of language treatment. Seven databases (Cumulated Index to Nursing and Allied Health Literature, Dissertations and Theses Global, Education Resources Information Center, Linguistics and Language Behavior Abstracts, PsycINFO, Medline, and Web of Science) were searched for articles in June and July 2021, with search updates conducted in May 2023. Studies were categorized by the type of treatment provided, and results were synthesized qualitatively. RESULTS The review included 31 studies, 1,551 participants with DLD, and over 300 statistical tests of a predictor's effect on language treatment response. Most studies (n = 21) included only monolingual speakers of English, with five studies including bilinguals and five including monolingual speakers of non-English languages. Language treatments targeted word learning in controlled or clinical conditions, grammatical learning in controlled or clinical conditions, or multiple language targets in clinical conditions. Predictors of treatment response are summarized across four categories: cognitive, demographic, pretreatment language levels, and other. CONCLUSIONS There were relatively few significant tests of the predictors of language treatment response. A central limitation of the evidence is that most included studies were designed to consider language treatment efficacy, not predictors of treatment response. Increasing research attention to the question of predictors of language treatment response in children with DLD is needed to enhance treatment and optimize outcomes for individual children. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.26170006.
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Affiliation(s)
- Kerry Danahy Ebert
- Department of Speech-Language-Hearing Sciences, University of Minnesota Twin Cities
| | - HaeJi Lee
- Department of Speech-Language-Hearing Sciences, University of Minnesota Twin Cities
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Finestack LH, Ancel E, Lee H, Kuchler K, Kornelis M. Five Additional Evidence-Based Principles to Facilitate Grammar Development for Children With Developmental Language Disorder. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:552-563. [PMID: 37541316 PMCID: PMC11001164 DOI: 10.1044/2023_ajslp-23-00049] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Revised: 04/27/2023] [Accepted: 05/14/2023] [Indexed: 08/06/2023]
Abstract
PURPOSE Because the development of grammatical forms is difficult for many children with developmental language disorder (DLD), language interventions often focus on supporting children's use of grammatical language. This article proposes five additional principles to those suggested by Fey et al. (2003) to facilitate the development of grammatical forms by children with DLD. Three of the five additional principles address the selection and presentation of linguistic contexts to be used with target grammatical forms (Principles 11-13); two principles encourage the incorporation of additional intervention components: auditory bombardment and explicit instruction (Principles 14 and 15, respectively). METHOD We present empirical evidence and, when available, describe the theoretical motivations to support each of the five additional principles. We then describe how we have integrated the five principles into 20- to 30-min intervention sessions that target regular past tense -ed, third-person singular -s, present progressive is/are verb+ing, or do/does questions for 4- to 8-year-olds with DLD. Each session includes four activities: sentence imitation, story retell, structured play, and auditory bombardment. We provide details of each activity, relevant materials, and illustrative examples that highlight the incorporation of each of the principles. RESULTS When targeting the development of grammatical forms in intervention, current evidence supports the use of a high degree of linguistic variability (Principle 11), the presentation of target forms in contexts that vary in difficulty (Principle 12), the presentation of target forms in sentences that vary in syntactic structure (Principle 13), the use of auditory bombardment (Principle 14), and the incorporation of explicit instruction (Principle 15). Clinicians can use these principles when targeting a range of grammatical forms in relatively short intervention sessions comprising a variety of activities. CONCLUSIONS This article encourages the employment of five additional principles into grammatical language intervention. Descriptions, materials, and examples demonstrate how the principles can all be addressed within a single intervention session.
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Affiliation(s)
- Lizbeth H. Finestack
- Department of Speech-Language-Hearing Sciences, University of Minnesota, Twin Cities, Minneapolis
| | - Elizabeth Ancel
- Department of Speech-Language-Hearing Sciences, University of Minnesota, Twin Cities, Minneapolis
| | - HaeJi Lee
- Department of Speech-Language-Hearing Sciences, University of Minnesota, Twin Cities, Minneapolis
| | - Kirstin Kuchler
- Department of Speech-Language-Hearing Sciences, University of Minnesota, Twin Cities, Minneapolis
| | - Miriam Kornelis
- Department of Speech-Language-Hearing Sciences, University of Minnesota, Twin Cities, Minneapolis
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Montgomery JW, Gillam RB, Plante E. Enhancing Syntactic Knowledge in School-Age Children With Developmental Language Disorder: The Promise of Syntactic Priming. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:580-597. [PMID: 37678208 PMCID: PMC11001167 DOI: 10.1044/2023_ajslp-23-00079] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2023] [Revised: 06/09/2023] [Accepted: 07/05/2023] [Indexed: 09/09/2023]
Abstract
PURPOSE We propose that implicit learning, including syntactic priming, has therapeutic promise to enhance the syntactic knowledge of children with developmental language disorder (DLD). METHOD We review the chunk-based learning framework of syntactic learning, the developmental evidence in support of it, and the developmental literature on syntactic priming as an instance of chunk-based statistical learning. We use this framework to help understand the nature of the syntactic learning difficulties of children with DLD. We then briefly review the available explicit treatments for syntactic deficits and end by proposing an implicit training activity that integrates syntactic priming with the principles of statistical learning. RESULTS Statistically induced chunk-based learning is a powerful driver of syntactic learning, and syntactic priming is a form of this learning. Repeated priming episodes during everyday language interactions lead children to create abstract and global syntactic representations in long-term memory. We offer some thoughts on an implicit language intervention approach with syntactic priming at its center. CONCLUSIONS Children's learning of syntactic structures is influenced by repeated syntactic priming experiences. Including a syntactic priming activity in our language intervention toolbox has the promise to enhance children's syntactic knowledge and sentence comprehension and production abilities.
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Affiliation(s)
| | - Ronald B. Gillam
- Department of Communicative Disorders and Deaf Education, Utah State University, Logan
| | - Elena Plante
- Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson
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Kaushanskaya M. Combining Languages in Bilingual Input: Using Experimental Evidence to Formulate Bilingual Exposure Strategies. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2023; 66:4771-4784. [PMID: 37732839 PMCID: PMC11361785 DOI: 10.1044/2023_jslhr-23-00181] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Revised: 06/07/2023] [Accepted: 06/20/2023] [Indexed: 09/22/2023]
Abstract
PURPOSE Traditional approaches to studying bilingual language development through bilingual-monolingual comparisons are deeply flawed. They are also insufficient as the evidence base for informing advice to bilingual parents regarding the optimal bilingual exposure strategy and for supporting the formulation of bilingual intervention approaches. The purpose of this review article is to provide an overview of empirical studies that have queried the question of how different types of dual-language input shape learning and language outcomes in bilingual children. METHOD We rely on tightly controlled experimental studies of word learning in Spanish-English bilingual children, where we contrast children's learning in dual-language conditions (defined as distributed exposure and code-switched input) to a single-language condition in a within-subjects design. RESULTS Word-learning studies querying the role of distributed exposure indicated that distribution of exposures across Spanish and English reduced children's performance in comparison to English-only exposure. However, this effect was rooted in the abrupt switch from Spanish to English rather than distributed exposure itself. In contrast, an experiment designed to test the role of code-switched context on children's word learning revealed that code-switched context where switches resembled naturalistic code-switching behaviors enhanced learning in Spanish-English bilingual children. Notably, across different studies, children with weaker language skills (developmental language disorder) were no more affected by dual-language input than children with typical language skills. CONCLUSIONS Together, experimental studies of word learning indicate that bilingual children can effectively learn from dual-language input but that different ways of combining languages in the input to bilingual children can have distinct consequences for learning. Ultimately, word-learning experiments, beyond answering critical questions regarding bilingual learning, can serve as an effective bridge between laboratory-based work and intervention studies whose goal it is to discover the optimal way of combining languages in the input to bilingual children with communication impairments. PRESENTATION VIDEO https://doi.org/10.23641/asha.23929515.
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Affiliation(s)
- Margarita Kaushanskaya
- Department of Communication Sciences and Disorders, University of Wisconsin–Madison
- Waisman Center, University of Wisconsin–Madison
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Silkes JP. Repetition Priming Treatment for Anomia: Effects of Single- and Multiple-Exemplar Protocols. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023; 32:2528-2553. [PMID: 37824379 DOI: 10.1044/2023_ajslp-22-00310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/14/2023]
Abstract
INTRODUCTION Repetition priming can lead to improved naming ability in people with aphasia, but concerns have arisen from prior research about using only a single picture exemplar for each target. Specifically, it is unclear whether the observed improvements were due to learning simple correspondences between particular words and pictures rather than changes at a deeper level of lexical-semantic processing. In addition, implications for generalization after training with single exemplars were unclear. This study replicated and extended previous work to address these questions. METHOD Five participants with chronic aphasia participated in this repeated-measures design study, which repeatedly paired words and pictures with no feedback provided. Two participants engaged in a single-exemplar condition, with a single picture exemplar of each target used for every presentation of that target. The remaining three participants engaged in a multiple-exemplar condition, with several different pictures used for each target. Half of these targets used training pictures during naming probes, whereas half did not. RESULTS Primed items led to greater improvements in naming than items that were practiced but not primed. The data indicate that improvements may extend beyond stimulus-specific correspondences. Maintenance and generalization effects were mixed. CONCLUSIONS These data provide further support for the efficacy of repetition priming treatment for anomia. Implications and future directions are discussed.
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Lau DKY, Tang TPY, Wong CCY, Yau TSK, Lam IHC. Systematic language input improved productions of elaborated verb phrases of Cantonese-speaking children with language difficulties. CLINICAL LINGUISTICS & PHONETICS 2023; 37:473-490. [PMID: 36592049 DOI: 10.1080/02699206.2022.2157330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2021] [Revised: 12/03/2022] [Accepted: 12/05/2022] [Indexed: 05/20/2023]
Abstract
It has been well-documented that language input designed according to the principles of statistical learning can promote language acquisition among children with or without language disorder. Cantonese-speaking children with language disorder were reported to have difficulties using expanded verb phrases and prepositional phrases, but the corresponding intervention is relatively unexplored. The current study evaluated the efficacy of an intervention designed using the statistical learning principles to promote the acquisition of these two structures. A retrospective study of existing data collected from a total of 16 Cantonese-speaking children (four female; mean age = 6.70 years) with suspected language disorder was conducted. The participants were initially divided into the 'Treatment' and the 'Control' groups. A total of eight sessions of language treatment, which focused on giving systematic language input of expanded verb phrases and prepositional phrases, were conducted on each child. Results showed that the Treatment group produced significantly more expanded verb phrases in the post-treatment language samples, while the Control group did not. The final pre- and post-comparison conducted after the Control group also received treatment indicated overall significant increased number of expanded verb phrases produced across time. On the contrary, improvement in the production of prepositional phrases was not significant. It is suggested that the unique thematic roles coded by individual prepositions possibly restricted the generalisation effect of treatment, which explains the non-significant improvement across time. Theoretical and clinical implications were discussed.
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Affiliation(s)
- Dustin Kai-Yan Lau
- Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Tempo Po-Yi Tang
- Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Christy Choi-Yan Wong
- Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Teresa Siu-Kwan Yau
- Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Iris Hang-Ching Lam
- Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong SAR, China
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Crespo K, Vlach H, Kaushanskaya M. The effects of bilingualism on children's cross-situational word learning under different variability conditions. J Exp Child Psychol 2023; 229:105621. [PMID: 36689904 PMCID: PMC10088528 DOI: 10.1016/j.jecp.2022.105621] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2022] [Revised: 12/20/2022] [Accepted: 12/22/2022] [Indexed: 01/22/2023]
Abstract
In the current study, we examined the separate and combined effects of exemplar and speaker variability on monolingual and bilingual children's cross-situational word learning performance. Results revealed that children's word learning performance did not differ when the input varied in a single dimension (i.e., exemplars or speakers) compared with a condition with no variability independent of their linguistic background. However, when performance in conditions that varied in a single dimension (i.e., exemplars or speakers) was compared with a condition that varied in multiple dimensions (i.e., exemplars and speakers), bilingual word learning advantages were observed; bilinguals were more likely to learn word-referent associations than monolinguals. Together, results suggest that children can learn and generalize word-referent associations from input that varies in exemplars and speakers and that bilingualism may bolster learning under conditions of increased input variability.
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Affiliation(s)
- Kimberly Crespo
- Department of Speech, Language, and Hearing Sciences, Boston University, Boston, MA 02215, USA.
| | - Haley Vlach
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, WI 53706, USA
| | - Margarita Kaushanskaya
- Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI 53706, USA
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Kaushanskaya M, Crespo K, Neveu A. Does code-switching influence novel word learning? Dev Sci 2023; 26:e13292. [PMID: 35639763 PMCID: PMC10163668 DOI: 10.1111/desc.13292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Revised: 03/24/2022] [Accepted: 04/29/2022] [Indexed: 11/30/2022]
Abstract
Code-switching occurs regularly in the input to bilingual children. Yet, the effect of code-switched input on language development is unclear. To test whether word learning would be affected by code-switching, Spanish-English bilingual children (N = 45, 19 boys, MeanAge = 5.05 years; ethnicity: 37 Hispanic/Latino, six Non-Hispanic/Latino, two unreported) were taught English-like novel words in two conditions. In the English-only condition, definitions for novel words were provided entirely in English. In the code-switch condition, definitions for novel words were provided in English and Spanish, incorporating code-switches. Children required fewer exposures to retain novel words in the code-switch than the English-only condition and this effect was not moderated by children's language ability or exposure to code-switching, suggesting that code-switched input does not pose word-learning risks to bilingual children, including children with lower levels of language ability.
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Affiliation(s)
| | | | - Anne Neveu
- University of Wisconsin-Madison, Madison, Wisconsin, USA
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Quique YM, Cavanaugh R, Lescht E, Evans WS. Applying adaptive distributed practice to self-managed computer-based anomia treatment: A single-case experimental design. JOURNAL OF COMMUNICATION DISORDERS 2022; 99:106249. [PMID: 35882077 DOI: 10.1016/j.jcomdis.2022.106249] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Revised: 07/09/2022] [Accepted: 07/10/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION There is a pressing need to improve computer-based treatments for aphasia to increase access to long-term effective evidence-based interventions. The current single case design incorporated two learning principles, adaptive distributed practice and stimuli variability, to promote acquisition, retention, and generalization of words in a self-managed computer-based anomia treatment. METHODS Two participants with post-stroke aphasia completed a 12-week adaptive distributed practice naming intervention in a single-case experimental design. Stimuli variability was manipulated in three experimental conditions: high exemplar variability, low exemplar variability, and verbal description prompt balanced across 120 trained words. Outcomes were assessed at 1-week, 1-month, and 3-months post-treatment. Statistical comparisons and effect sizes measured in the number of words acquired, generalized, and retained were estimated using Bayesian generalized mixed-effect models. RESULTS Participants showed large and robust acquisition, generalization, and retention effects. Out of 120 trained words, participant 1 acquired ∼77 words (trained picture exemplars) and ∼63 generalization words (untrained picture exemplars of treated words). Similarly, participant 2 acquired ∼57 trained words and ∼48 generalization words. There was no reliable change in untrained control words for either participant. Stimuli variability did not show practically meaningful effects. CONCLUSIONS These case studies suggest that adaptive distributed practice is an effective method for re-training more words than typically targeted in anomia treatment research (∼47 words on average per Snell et al., 2010). Generalization across experimental conditions provided evidence for improved lexical access beyond what could be attributed to simple stimulus-response mapping. These effects were obtained using free, open-source flashcard software in a clinically feasible, asynchronous format, thereby minimizing clinical implementation barriers. Larger-scale clinical trials are required to replicate and extend these effects.
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Affiliation(s)
- Yina M Quique
- Center for Education in Health Sciences, Northwestern University, Chicago, IL, United States of America.
| | - Robert Cavanaugh
- Department of Communication Sciences and Disorders, University of Pittsburgh, Pittsburgh, PA, United States of America
| | - Erica Lescht
- Department of Communication Sciences and Disorders, University of Pittsburgh, Pittsburgh, PA, United States of America
| | - William S Evans
- Department of Communication Sciences and Disorders, University of Pittsburgh, Pittsburgh, PA, United States of America
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Frizelle P, McKean C. Using Theory to Drive Intervention Efficacy: The Role of Dose Form in Interventions for Children with DLD. CHILDREN 2022; 9:children9060859. [PMID: 35740796 PMCID: PMC9221793 DOI: 10.3390/children9060859] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 05/09/2022] [Accepted: 06/05/2022] [Indexed: 11/18/2022]
Abstract
‘Dose form’ is a construct that has evolved over the last number of years and is central to treating childhood language disorders. In this commentary, we present a framework of dose form that includes techniques, procedures, manner of instruction, and intervention context. We present key findings from a systematic review exploring the impact of intervention dose form on oral language outcomes (specifically morphosyntax and vocabulary learning) in children with DLD. We then discuss the hypothesized theoretical mechanisms of action underpinning these findings.
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Affiliation(s)
- Pauline Frizelle
- Department of Speech and Hearing Sciences, University College Cork, T12 AK54 Cork, Ireland
- Correspondence:
| | - Cristina McKean
- Department of Speech and Language Sciences, School of Education, Communication & Language Sciences, Newcastle University, Newcastle NE1 7RU, UK;
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Dauvister E, Jemel B, Maillart C. Preserved category-based inferences for word learning in school-aged children with developmental language disorder. CLINICAL LINGUISTICS & PHONETICS 2022; 36:359-380. [PMID: 34958296 DOI: 10.1080/02699206.2021.2007286] [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: 10/30/2020] [Revised: 11/05/2021] [Accepted: 11/09/2021] [Indexed: 06/14/2023]
Abstract
Word learning difficulties are often found in children with Developmental Language Disorder (DLD). Lexical patterns of difficulties appear to be well described in the context of DLD but very little research focuses on their underlying causes. Word learning is known to be an inference-based process, constrained by categorization, which helps the extension of new words to unfamiliar referents and situations. These processes appear integrated in Bayesian models of cognition, which supposes that learning relies on an inductive inference process that recruits prior knowledge and principles of statistical learning (detection of regularities). Taken together, these mechanisms remain underexplored in DLD. Our study aims to define whether children with DLD can draw inductive inferences in a word learning context using categorization. Twenty children with DLD (between 6;0 and 12;6), and 20 language-matched and 16 age-matched controls were exposed to a word learning task where they were given exemplars of objects associated with pseudo-words. The objects belonged to six categories spread across three hierarchical levels. For each item, the children chose which one(s), among a set of test objects from the same categories, could be labelled the same way (word extension). Results showed that school-aged children with DLD could extend new words to broader categories as well as their typically developing (TD) peers. Nevertheless, none of the DLD or TD children showed a specification of their categorization of familiar instances that referred to more restricted instances. Our study suggests preserved abilities in using conceptual knowledge in order to learn new words, which could be used as a compensative strategy in the context of therapy. Further studies are needed to investigate this ability in more complex learning contexts.
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Affiliation(s)
- Estelle Dauvister
- Department of Speech and Language Therapy, Research Unit for a life-Course Perspective on Health and Education - Ruche, University of Liège, Liège, Belgium
- Fresh Fund, F.R.S.-FNRS
| | - B Jemel
- Laboratoire de Recherche en Neurosciences et Électrophysiologie Cognitive, Hôpital Rivière-des-Prairies, Montréal, Canada
- Ecole d'orthophonie et d'audiologie, Faculty of Medecine, Université de Montréal, Montréal, Canada
| | - C Maillart
- Department of Speech and Language Therapy, Research Unit for a life-Course Perspective on Health and Education - Ruche, University of Liège, Liège, Belgium
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De Anda S, Ellis EM, Mejia NC. Learning Words in Two Languages: Manipulating Exemplar Variability for Within- and Cross-Language Generalization. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:1450-1464. [PMID: 35235376 PMCID: PMC9499345 DOI: 10.1044/2021_jslhr-21-00350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2021] [Revised: 09/23/2021] [Accepted: 12/07/2021] [Indexed: 06/14/2023]
Abstract
PURPOSE This article aims to describe how exemplar variability can manipulate the word learning environment to maximize within- and cross-language generalization in Spanish-English bilinguals. Furthermore, we examined sources of individual variability that predicted word learning. METHOD Nineteen Spanish-English bilingual children participated in a word learning task presenting words in both languages. Children learned words either in a high variability condition (in which multiple exemplars are introduced with the target word) or in a no variability condition (in which the same referent is used with the target word). Word learning was tracked over the course of the training, and retention was examined once the training was discontinued. Children's generalization of referents within and across languages was also examined. RESULTS The exemplar variability effect was observed in within-language generalization trials, whereas cross-language generalization was less robust. Nevertheless, cross-language associations emerged in examining the role of language proficiency, such that semantic skills in English predicted word retention across languages. Similarly, children's propensity to code-switch during language production was positively correlated with retention of words learned in the high variability condition. CONCLUSIONS The findings show that Spanish-English bilingual children may make use of exemplar variability to support word learning in different ways compared with monolinguals. The exemplar variability effect interacts with children's acquired language skills and word learning abilities at the start of the intervention. This study provides preliminary evidence from which future research can develop word learning interventions that are responsive to the needs of multilinguals. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.19241856.
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Affiliation(s)
- Stephanie De Anda
- Department of Special Education and Clinical Sciences, University of Oregon, Eugene
| | - Erica M. Ellis
- Department of Communication Disorders, California State University, Los Angeles
| | - Nayelli C. Mejia
- Department of Special Education and Clinical Sciences, University of Oregon, Eugene
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Dauvister E, Maillart C. Apprentissage de règles de catégorisation dans le trouble développemental du langage. ENFANCE 2022. [DOI: 10.3917/enf2.221.0081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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14
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Xie X, Liu L, Jaeger TF. Cross-talker generalization in the perception of nonnative speech: A large-scale replication. J Exp Psychol Gen 2021; 150:e22-e56. [PMID: 34370501 PMCID: PMC8724328 DOI: 10.1037/xge0001039] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Speech perception depends on the ability to generalize previously experienced input effectively across talkers. How such cross-talker generalization is achieved has remained an open question. In a seminal study, Bradlow & Bent (2008, henceforth BB08) found that exposure to just 5 min of accented speech can elicit improved recognition that generalizes to an unfamiliar talker of the same accent (N = 70 participants). Cross-talker generalization was, however, only observed after exposure to multiple talkers of the accent, not after exposure to a single accented talker. This contrast between single- and multitalker exposure has been highly influential beyond research on speech perception, suggesting a critical role of exposure variability in learning and generalization. We assess the replicability of BB08's findings in two large-scale perception experiments (total N = 640) including 20 unique combinations of exposure and test talkers. Like BB08, we find robust evidence for cross-talker generalization after multitalker exposure. Unlike BB08, we also find evidence for generalization after single-talker exposure. The degree of cross-talker generalization depends on the specific combination of exposure and test talker. This and other recent findings suggest that exposure to cross-talker variability is not necessary for cross-talker generalization. Variability during exposure might affect generalization only indirectly, mediated through the informativeness of exposure about subsequent speech during test: Similarity-based inferences can explain both the original BB08 and the present findings. We present Bayesian data analysis, including Bayesian meta-analyses and replication tests for generalized linear mixed models. All data, stimuli, and reproducible literate (R markdown) code are shared via OSF. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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Affiliation(s)
- Xin Xie
- Department of Brain and Cognitive Sciences
| | - Linda Liu
- Department of Brain and Cognitive Sciences
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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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Frizelle P, Tolonen AK, Tulip J, Murphy CA, Saldana D, McKean C. The Impact of Intervention Dose Form on Oral Language Outcomes for Children With Developmental Language Disorder. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:3253-3288. [PMID: 34213951 DOI: 10.1044/2021_jslhr-20-00734] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose The aim of this study was to extract key learning from intervention studies in which qualitative aspects of dosage, dose form, have been examined for children with developmental language disorder (DLD)-in vocabulary, morphosyntax, and phonology domains. This research paper emerged from a pair of systematic reviews, aiming to synthesize available evidence regarding qualitative and quantitative aspects of dosage. While quantitative aspects had been experimentally manipulated, the available evidence for dose form (tasks or activities within which teaching episodes are delivered) was less definitive. Despite this, the review uncovered insights of value to DLD research. Method A preregistered systematic review (PROSPERO ID: CRD42017076663) adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was completed. Included papers were quasi-experimental, randomized controlled trial, or cohort analytic studies, published in any language between January 2006 and May 2019; oral language interventions with vocabulary, morphosyntax, or phonology outcomes; and participants with DLD (M = 3-18 years). The intention was to include papers in which dose form was experimentally manipulated or statistically analyzed, while quantitative dosage aspects were controlled, such that definitive conclusions about optimal dose form could be drawn and gaps in the evidence identified. Results Two hundred and twenty-four papers met the above inclusion criteria; 27 focused on dose form. No study controlled for all quantitative aspects of dosage such that we could effectively address our original research questions. Despite this, key points of learning emerged with implications for future research. Conclusions There is tentative evidence of advantages for explicit over implicit instruction and of the benefits of variability in input, elicited production, and gestural and other visual supports. With careful design of dose form, there is potential to design more efficient interventions. Speech-language pathology research would benefit from an agreed taxonomy of dose form components and standardized reporting of intervention studies, to enable cross-study comparisons and a systematic accrual of knowledge to identify optimal dose form for clinical application.
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Affiliation(s)
- Pauline Frizelle
- Department of Speech and Hearing Sciences, University College Cork, Ireland
| | - Anna-Kaisa Tolonen
- Research Unit of Logopedics, Faculty of Humanities, University of Oulu, Finland
| | - Josie Tulip
- Department of Speech and Language Sciences, School of Education, Communication & Language Sciences, Newcastle University, United Kingdom
| | - Carol-Anne Murphy
- Faculty of Education and Health Sciences, School of Allied Health, University of Limerick, Ireland
| | - David Saldana
- Departamento de Psicología Evolutiva y de la Educación, University of Seville, Spain
| | - Cristina McKean
- Department of Speech and Language Sciences, School of Education, Communication & Language Sciences, Newcastle University, United Kingdom
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Krzemien M, Seret E, Maillart C. The generalisation of linguistic constructions in children with or without developmental language disorders. JOURNAL OF CHILD LANGUAGE 2021; 48:413-427. [PMID: 32423494 DOI: 10.1017/s0305000920000288] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The generalisation of linguistic constructions is performed through analogical reasoning. Children with developmental language disorders (DLD) are impaired in analogical reasoning and in generalisation. However, these processes are improved by an input involving variability and similarity. Here we investigated the performance of children with or without DLD in a construction generalisation task. We also compared their performance following training with an input involving progressive alignment (combining similarity and variability) or high variability. Progressive alignment improves construction generalisation in children with or without DLD, which could have implications for our understanding of language development and for interventions conducted with children with DLD.
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Affiliation(s)
- Magali Krzemien
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Belgium
| | - Esther Seret
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Belgium
| | - Christelle Maillart
- Department of Speech and Language Therapy, Research Unit on Childhood, University of Liège, Belgium
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18
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How do children with developmental language disorder extend novel nouns? J Exp Child Psychol 2021; 202:105010. [DOI: 10.1016/j.jecp.2020.105010] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2019] [Revised: 09/15/2020] [Accepted: 09/16/2020] [Indexed: 11/18/2022]
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Frizelle P, Tolonen AK, Tulip J, Murphy CA, Saldana D, McKean C. The Influence of Quantitative Intervention Dosage on Oral Language Outcomes for Children With Developmental Language Disorder: A Systematic Review and Narrative Synthesis. Lang Speech Hear Serv Sch 2021; 52:738-754. [PMID: 33465314 DOI: 10.1044/2020_lshss-20-00058] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose The aim of this study was to examine the degree to which quantitative aspects of dosage (dose, dose frequency, and total intervention duration) have been examined in intervention studies for children with developmental language disorder (DLD). Additionally, to establish the optimal quantitative dosage characteristics for phonology, vocabulary, and morphosyntax outcomes. Method This registered review (PROSPERO ID CRD42017076663) adhered to PRISMA guidelines. Search terms were included in seven electronic databases. We included peer-reviewed quasi-experimental, randomized controlled trial or cohort analytical studies, published in any language between January 2006 and May 2020. Included articles reported on participants with DLD (M = 3-18 years); oral language interventions with phonology, vocabulary, or morphosyntax outcomes; and experimental manipulation or statistical analysis of any quantitative aspect of dosage. Studies were appraised using the Cochrane risk-of-bias tool. Results Two hundred forty-four articles reported on oral language interventions with children with DLD in the domains of interest; 13 focused on experimentally/statistically manipulating quantitative aspects of dosage. No article reported phonological outcomes, three reported vocabulary, and eight reported morphosyntax. Dose frequency was the most common characteristic manipulated. Conclusions Research is in its infancy, and significant further research is required to inform speech-language pathologists in practice. Dosage characteristics are rarely adequately controlled for their individual effects to be identified. Findings to date suggest that there is a point in vocabulary and morphosyntax interventions after which there are diminishing returns from additional dosage. If dose is high (number of learning opportunities within a session), then the literature suggests that session frequency can be reduced. Frequent, short sessions (2/3 × per week, approximately 2 min) and less frequent, long sessions (1 × per week, approximately 20 min) have yielded the best outcomes when composite language measures have been used; however, replication and further research are required before clinicians can confidently integrate these findings into clinical practice. Supplemental Material https://doi.org/10.23641/asha.13570934.
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Affiliation(s)
- Pauline Frizelle
- Department of Speech and Hearing Sciences, University College Cork, Ireland
| | | | - Josie Tulip
- School of Education, Communication and Language Sciences, Newcastle University, United Kingdom
| | | | - David Saldana
- Departamento de Psicología Evolutiva y de la Educación, University of Seville, Spain
| | - Cristina McKean
- School of Education, Communication and Language Sciences, Newcastle University, United Kingdom
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20
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De Anda S, Blossom M, Abel AD. Cross-Morpheme Generalization Using a Complexity Approach in School-Age Children. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:3501-3524. [PMID: 32955972 PMCID: PMC8060021 DOI: 10.1044/2020_jslhr-19-00173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2019] [Revised: 01/21/2020] [Accepted: 07/10/2020] [Indexed: 06/11/2023]
Abstract
Purpose This single-case study examines a complexity approach to target selection in grammatical intervention in three children with varying levels of mastery of tense and agreement. Specifically, we examine whether targeting a complex tense and agreement grammatical structure (auxiliary BE in questions) leads to generalization to other less complex and related tense and agreement markers (auxiliary BE in declaratives, copula BE, third-person singular -s, and past tense -ed). Method Three children (all boys; aged 5;5-9;7 [years;months]) with deficits in morphosyntax were enrolled in a treatment program targeting a complex grammatical structure (auxiliary BE in questions) following collection of multiple baselines. Children's performance on the complex structure and related tense and agreement markers were tracked before, during, and after the intervention across three different tasks. Results Results show that, despite its grammatical complexity, the target was elicited in all three children with incomplete mastery of the tense and agreement system. Furthermore, all children demonstrated generalization to expressive language by increasing their mean length of utterance by approximately one morpheme during spontaneous language production following intervention. All children demonstrated individual patterns of generalization to other tense and agreement structures not targeted during intervention. Conclusions These functional changes observed following intervention set the stage for future controlled studies to establish a stronger cause-effect relation. Taken together, this study contributes to an emerging body of work showing that complex grammatical targets may be used in intervention earlier than previously thought.
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Affiliation(s)
| | | | - Alyson D. Abel
- School of Speech, Language and Hearing Sciences, San Diego State University, CA
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21
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Nitido H, Plante E. Diagnosis of Developmental Language Disorder in Research Studies. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:2777-2788. [PMID: 32692602 DOI: 10.1044/2020_jslhr-20-00091] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose The aim of this study was to investigate the extent to which researchers in the field of developmental language disorder are utilizing validated methods to diagnose their research participants. Method We examined 90 research articles published from 2015 to 2019 that included English-speaking participants from the United States who were identified as having a developmental language disorder or specific language impairment. From these articles, we identified the tests and measures used to identify participants and classify them as healthy or impaired. We then consulted the test manuals and the literature to find information on sensitivity and specificity of the test and the evidence-based cut score that maximized identification accuracy. Results Of the 90 articles examined, 38 (42%) were found to reflect validated diagnostic methods, and 51 (58%) did not. Conclusion Our results illustrate that validated methods are used less than half of the time even by those who should have a high level of expertise and despite calls for increasing scientific rigor in research practices.
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Affiliation(s)
- Hallie Nitido
- 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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Kamhi AG. Response to commentaries. JOURNAL OF COMMUNICATION DISORDERS 2020; 83:105952. [PMID: 31780100 DOI: 10.1016/j.jcomdis.2019.105952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2019] [Accepted: 11/01/2019] [Indexed: 06/10/2023]
Affiliation(s)
- Alan G Kamhi
- University of North Carolina at Greensboro, United States
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Plante E. A neural perspective on implicit learning: A reply to Kamhi (2019). JOURNAL OF COMMUNICATION DISORDERS 2020; 83:105948. [PMID: 31653411 DOI: 10.1016/j.jcomdis.2019.105948] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2019] [Revised: 10/08/2019] [Accepted: 10/09/2019] [Indexed: 06/10/2023]
Affiliation(s)
- Elena Plante
- Department of Speech, Language, & Hearing Sciences, The University of Arizona, PO Box 210071, Tucson, AZ, 85721-0071, United States.
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24
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Goffman L, Gerken L. An alternative to the procedural∼declarative memory account of developmental language disorder. JOURNAL OF COMMUNICATION DISORDERS 2020; 83:105946. [PMID: 31669877 PMCID: PMC7574607 DOI: 10.1016/j.jcomdis.2019.105946] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2019] [Accepted: 10/06/2019] [Indexed: 05/31/2023]
Affiliation(s)
- Lisa Goffman
- Callier Center for Communication Disorders, University of Texas- Dallas, United States.
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Horvath S, Arunachalam S. Optimal Contexts for Verb Learning. PERSPECTIVES OF THE ASHA SPECIAL INTEREST GROUPS 2019; 4:1239-1249. [PMID: 37304204 PMCID: PMC10256239 DOI: 10.1044/2019_persp-19-00088] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Purpose Verb learning is a critical but challenging part of language acquisition. Children with or at increased risk for developmental language disorder (DLD) may particularly struggle with verb learning, and poor verb representations in turn may negatively impact children's language outcomes. Our goal is to examine literature on children's acquisition of verbs, identifying manipulable factors that may determine the ease or difficulty of acquiring a new verb meaning. Method In this narrative, non-systematic review, we discuss findings about how verbs are learned and represented. Results Several aspects of the learning environment affect children's efforts to acquire verbs, including the linguistic context in which the verb is introduced, the timing of the linguistic label relative to the event it describes, visual and linguistic variability, and dose frequency. Conclusions We conclude that some learning situations are likely to be more helpful for children in the process of verb learning than others. We highlight some of the factors that contribute to good learning situations, and we discuss how these may differ depending on properties of the child and of the verb itself. Finally, we propose hypotheses for future translational and clinical research.
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Affiliation(s)
- Sabrina Horvath
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN
| | - Sudha Arunachalam
- Department of Communicative Sciences and Disorders, New York University, New York, NY
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26
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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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