ERIC Number: EJ1173945
Record Type: Journal
Publication Date: 2018-Mar
Abstractor: As Provided
Targeting Complex Sentences in Older School Children with Specific Language Impairment: Results from an Early-Phase Treatment Study
Balthazar, Catherine H.; Scott, Cheryl M.
Journal of Speech, Language, and Hearing Research, v61 n3 p713-728 Mar 2018
Purpose: This study investigated the effects of a complex sentence treatment at 2 dosage levels on language performance of 30 school-age children ages 10-14 years with specific language impairment. Method: Three types of complex sentences (adverbial, object complement, relative) were taught in sequence in once or twice weekly dosage conditions. Outcome measures included sentence probes administered at baseline, treatment, and posttreatment phases and comparisons of pre-post performance on oral and written language tests and tasks. Relationships between pretest variables and treatment outcomes were also explored. Results: Treatment was effective at improving performance on the sentence probes for the majority of participants; however, results differed by sentence type, with the largest effect sizes for adverbial and relative clauses. Significant and clinically meaningful pre-post treatment gains were found on a comprehensive oral language test, but not on reading and writing measures. There was no treatment advantage for the higher dosage group. Several significant correlations indicated a relationship between lower pretest scores and higher outcome measures. Conclusions: Results suggest that a focused intervention can produce improvements in complex sentence productions of older school children with language impairment. Future research should explore ways to maximize gains and extend impact to natural language contexts.
Descriptors: Correlation, Language Impairments, Sentence Structure, Teaching Methods, Outcomes of Education, Pretests Posttests, Effect Size, Phrase Structure, Form Classes (Languages), Scores, Language Tests, Children, Adolescents
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: National Institute on Deafness and Other Communication Disorders (NIDCD)
Authoring Institution: N/A
Grant or Contract Numbers: 1R1501116501