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The efficacy of an explicit intervention approach to improve past tense marking for early school-age children with developmental language disorder
Calder, SD and Claessen, M and Ebbels, S and Leitao, S, The efficacy of an explicit intervention approach to improve past tense marking for early school-age children with developmental language disorder, Journal of Speech, Language, and Hearing Research, 64, (1) pp. 91-104. ISSN 1092-4388 (2021) [Refereed Article]
Copyright © 2021 American Speech-Language-Hearing Association
Purpose The aim of the study was to evaluate the efficacy of a theoretically motivated explicit intervention approach to improve regular past tense marking for early school-age children with developmental language disorder (DLD).
Method Twenty-one children with DLD (ages 5;9–6;9 [years;months]) were included in a crossover randomized controlled trial (intervention, n = 10; waiting control, n = 11). Intervention included once-weekly sessions over 10 weeks using the SHAPE CODING system, in combination with a systematic cueing hierarchy to teach past tense marking. Once the first group completed intervention, the waiting control group crossed over to the intervention condition. The primary outcome was criterion-referenced measures of past tense marking with standardized measures of expressive and receptive grammar as the secondary outcome. Ancillary analyses on extension and behavioral control measures of morphosyntax were also conducted.
Results There was a significant Time × Group interaction (p < .001) with a significant difference in pre–post intervention improvement in favor of the intervention group (p < .001, d = 3.03). Further analysis once both groups had received the intervention revealed no improvement for either group on past tense production during the 5-week pre-intervention period, significant improvement pre–post intervention (p < .001, d = 1.22), with gains maintained for 5 weeks postintervention. No significant differences were found on pre- to postintervention standardized measures of grammar, or on extension or control measures.
Conclusions The efficacy of the theoretically motivated explicit grammar intervention was demonstrated. Results contribute to the evidence base supporting this intervention to improve past tense production in early school-age children with DLD, suggesting it is a viable option for clinicians to select when treating morphosyntactic difficulties for this population.
|Item Type:||Refereed Article|
|Keywords:||developmental language disorder, morphosyntax, intervention|
|Research Division:||Health Sciences|
|Research Group:||Allied health and rehabilitation science|
|Research Field:||Speech pathology|
|Objective Group:||Provision of health and support services|
|Objective Field:||Allied health therapies (excl. mental health services)|
|UTAS Author:||Calder, SD (Dr Samuel Calder)|
|Web of Science® Times Cited:||9|
|Deposited By:||Health Sciences|
|Downloads:||8 View Download Statistics|
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