Two approaches to the facilitation of grammar in children with language impairment: an experimental evaluation
| Autor: | Diana L. Hughes, Patricia L. Cleave, Steven H. Long, Marc E. Fey |
|---|---|
| Rok vydání: | 1993 |
| Předmět: |
Male
Parents Linguistics and Language Teaching method media_common.quotation_subject Developmental Disabilities Speech Therapy Language Development Language and Linguistics Speech Disorders Developmental psychology Speech and Hearing Communication disorder medicine Humans Language disorder Child media_common Intelligence Tests Language Disorders Grammar Intelligence quotient Dyslexia medicine.disease Language development Child Preschool Facilitation Language Therapy Female Psychology Child Language |
| Zdroj: | Journal of speech and hearing research. 36(1) |
| ISSN: | 0022-4685 |
| Popis: | Two approaches to grammar facilitation in preschool-age children with language impairment were evaluated. One approach was administered by a speech-language pathologist and the other was presented by the subjects’ parents, who were trained by the speech-language pathologist. Both treatment packages ran for 4 ½ months and made use of focused stimulation procedures and a cyclical goal-attack strategy. Subjects were 30 children between the ages of 3:8 and 5:10 (years:months) who had marked delays in grammatical development. Children who served in a delayed-treatment control group averaged no gains over their no-treatment period. In contrast, large treatment effects were observed for both treatment groups on three of four measures of grammatical expression. However, closer inspection of the data revealed that the effects for the clinician treatment were more consistent across treatment administrations than were those for the parent treatment. Although the specific contributions of the focused stimulation procedures and the cyclical goal attack strategy were not evaluated, the results support the viability of these components as parts of larger treatment packages. The results also support the participation of parents as primary intervention agents in grammar facilitation programs. When parents take such a large role in the intervention process, however, it is imperative that the children’s progress be monitored carefully and that program adjustments be made whenever gains are smaller than expected. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|