Randomized comparison of augmented and nonaugmented language interventions for toddlers with developmental delays and their parents
| Autor: | Lauren B. Adamson, Mary Ann Romski, Melissa Cheslock, Ashlyn L. Smith, Roger Bakeman, R. Michael Barker, Rose A. Sevcik |
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| Rok vydání: | 2010 |
| Předmět: |
Adult
Male Parents Linguistics and Language Vocabulary media_common.quotation_subject Developmental Disabilities Symbolic language Psychological intervention Language and Linguistics Developmental psychology law.invention Speech and Hearing Interpersonal relationship Randomized controlled trial law Humans Speech Interpersonal Relations Language Development Disorders Toddler media_common Language Tests Reproducibility of Results Middle Aged Language acquisition Augmentative and alternative communication Treatment Outcome Child Preschool Language Therapy Female Psychology |
| Zdroj: | Journal of speech, language, and hearing research : JSLHR. 53(2) |
| ISSN: | 1558-9102 |
| Popis: | Purpose This study compared the language performance of young children with developmental delays who were randomly assigned to 1 of 3 parent-coached language interventions. Differences in performance on augmented and spoken word size and use, vocabulary size, and communication interaction skills were examined. Method Sixty-eight toddlers with fewer than 10 spoken words were randomly assigned to augmented communication input (AC-I), augmented communication output (AC-O), or spoken communication (SC) interventions; 62 children completed the intervention. This trial assessed the children’s symbolic language performance using communication measures from the language transcripts of the 18th and 24th intervention sessions and coding of target vocabulary use. Results All children in the AC-O and AC-I intervention groups used augmented and spoken words for the target vocabulary items, whereas children in the SC intervention produced a very small number of spoken words. Vocabulary size was substantially larger for AC-O and AC-I than for SC groups. Conclusions This study found that augmented language interventions that include parent coaching have a positive communication effect on young children with developmental delays who begin with fewer than 10 spoken words. Clinical implications suggest that augmented communication does not hinder, and actually aids, speech production abilities in young children with developmental delays. |
| Databáze: | OpenAIRE |
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