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  • 1
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    Explicit Grammar Intervention in Young School-Aged Children With Developmental Language Disorder: An Efficacy Study Using Single-Case Experimental Design
    American Speech Language Hearing Association ; 2020
    In:  Language, Speech, and Hearing Services in Schools Vol. 51, No. 2 ( 2020-04-07), p. 298-316
    Details
    In: Language, Speech, and Hearing Services in Schools, American Speech Language Hearing Association, Vol. 51, No. 2 ( 2020-04-07), p. 298-316
    Abstract: This study evaluated the efficacy of an explicit, combined metalinguistic training and grammar facilitation intervention aimed at improving regular past tense marking for nine children aged 5;10–6;8 (years;months) with developmental language disorder. Method This study used an ABA across-participant multiple-baseline single-case experimental design. Participants were seen one-on-one twice a week for 20- to 30-min sessions for 10 weeks and received explicit grammar intervention combining metalinguistic training using the SHAPE CODING system with grammar facilitation techniques (a systematic cueing hierarchy). In each session, 50 trials to produce the target form were completed, resulting in a total of 1,000 trials over 20 individual therapy sessions. Repeated measures of morphosyntax were collected using probes, including trained past tense verbs, untrained past tense verbs, third-person singular verbs as an extension probe, and possessive 's as a control probe. Probing contexts included expressive morphosyntax and grammaticality judgment. Outcome measures also included pre–poststandard measures of expressive and receptive grammar. Results Analyses of repeated measures demonstrated significant improvement in past tense production on trained verbs (eight of nine children) and untrained verbs (seven of nine children), indicating efficacy of the treatment. These gains were maintained for 5 weeks. The majority of children made significant improvement on standardized measures of expressive grammar (eight of nine children). Only five of nine children improved on grammaticality judgment or receptive measures. Conclusion Results continue to support the efficacy of explicit grammar interventions to improve past tense marking in early school-aged children. Future research should aim to evaluate the efficacy of similar interventions with group comparison studies and determine whether explicit grammar interventions can improve other aspects of grammatical difficulty for early school-aged children with developmental language disorder. Supplemental Material https://doi.org/10.23641/asha.11958771
    Type of Medium: Online Resource
    ISSN: 0161-1461 , 1558-9129
    URL: Article
    DOI: 10.1044/2019_LSHSS-19-00060
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2020
    SSG: 7,11
    SSG: 5,3
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  • 2
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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
    American Speech Language Hearing Association ; 2021
    In:  Journal of Speech, Language, and Hearing Research Vol. 64, No. 1 ( 2021-01-14), p. 91-104
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 64, No. 1 ( 2021-01-14), p. 91-104
    Abstract: 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. Supplemental Material https://doi.org/10.23641/asha.13345202
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/2020_JSLHR-20-00132
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2021
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
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  • 3
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    The grammaticality judgement of inflectional morphology in children with and without Developmental Language Disorder
    Informa UK Limited ; 2023
    In:  Clinical Linguistics & Phonetics
    Details
    In: Clinical Linguistics & Phonetics, Informa UK Limited
    Type of Medium: Online Resource
    ISSN: 0269-9206 , 1464-5076
    URL: Article
    DOI: 10.1080/02699206.2023.2236768
    RVK:
    EQ 1000
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2023
    detail.hit.zdb_id: 1485070-9
    SSG: 7,11
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  • 4
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    How we measure language skills of children at scale: A call to move beyond domain-specific tests as a proxy for language
    Informa UK Limited ; 2023
    In:  International Journal of Speech-Language Pathology Vol. 25, No. 3 ( 2023-05-04), p. 440-448
    Details
    In: International Journal of Speech-Language Pathology, Informa UK Limited, Vol. 25, No. 3 ( 2023-05-04), p. 440-448
    Type of Medium: Online Resource
    ISSN: 1754-9507 , 1754-9515
    URL: Article
    DOI: 10.1080/17549507.2023.2171488
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2023
    detail.hit.zdb_id: 2406625-4
    SSG: 7,11
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  • 5
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    Does Otitis Media Affect Later Language Ability? A Prospective Birth Cohort Study
    American Speech Language Hearing Association ; 2020
    In:  Journal of Speech, Language, and Hearing Research Vol. 63, No. 7 ( 2020-07-17), p. 2441-2452
    Details
    In: Journal of Speech, Language, and Hearing Research, American Speech Language Hearing Association, Vol. 63, No. 7 ( 2020-07-17), p. 2441-2452
    Abstract: The aim of the study was to examine whether otitis media (OM) in early childhood has an impact on language development in later childhood. Methods We analyzed data from 1,344 second-generation (Generation 2) participants in the Raine Study, a longitudinal pregnancy cohort established in Perth, Western Australia, between 1989 and 1991. OM was assessed clinically at 6 years of age. Language development was measured using the Peabody Picture Vocabulary Test–Revised (PPVT-R) at 6 and 10 years of age and the Clinical Evaluation of Language Fundamentals–Third Edition at 10 years of age. Logistic regression analysis accounted for a wide range of social and environmental covariates. Results There was no significant relationship between bilateral OM and language ability at 6 years of age (β = −0.56 [−3.78, 2.66], p = .732). However, while scores were within the normal range for the outcome measures at both time points, there was a significant reduction in the rate of receptive vocabulary growth at 10 years of age (PPVT-R) for children with bilateral OM at 6 years of age (β = −3.17 [−6.04, −0.31] , p = .030), but not for the combined unilateral or bilateral OM group (β = −1.83 [−4.04, 0.39], p = .106). Conclusions Children with OM detected at 6 years of age in this cohort had average language development scores within the normal range at 6 and 10 years of age. However, there was a small but statistically significant reduction in the rate of receptive vocabulary growth at 10 years of age (on the PPVT-R measure only) in children who had bilateral OM at 6 years of age after adjusting for a range of sociodemographic factors.
    Type of Medium: Online Resource
    ISSN: 1092-4388 , 1558-9102
    URL: Article
    DOI: 10.1044/2020_JSLHR-19-00005
    Language: English
    Publisher: American Speech Language Hearing Association
    Publication Date: 2020
    detail.hit.zdb_id: 2070420-3
    SSG: 5,2
    SSG: 7,11
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  • 6
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    Do parent‐reported early indicators predict later developmental language disorder? A Raine Study investigation
    Wiley ; 2023
    In:  International Journal of Language & Communication Disorders
    Details
    In: International Journal of Language & Communication Disorders, Wiley
    Abstract: Developmental language disorder (DLD) is one of the most common neurodevelopmental conditions. Due to variable rates of language growth in children under 5 years, the early identification of children with DLD is challenging. Early indicators are often outlined by speech pathology regulatory bodies and other developmental services as evidence to empower caregivers in the early identification of DLD. Aims To test the predictive relationship between parent‐reported early indicators and the likelihood of children meeting diagnostic criteria for DLD at 10 years of age as determined by standardized assessment measures in a population‐based sample. Methods Data were leveraged from the prospective Raine Study ( n = 1626 second‐generation children: n = 104 with DLD; n = 1522 without DLD). These data were transformed into 11 predictor variables that reflect well‐established early indicators of DLD from birth to 3 years, including if the child does not smile or interact with others, does not babble, makes only a few sounds, does not understand what others say, says only a few words, says words that are not easily understood, and does not combine words or put words together to make sentences. Family history (mother and father) of speech and language difficulties were also included as variables. Regression analyses were planned to explore the predictive relationship between this set of early indicator variables and likelihood of meeting DLD diagnostic criteria at 10 years. Results No single parent‐reported indicator uniquely accounted for a significant proportion of children with DLD at 10 years of age. Further analyses, including bivariate analyses testing the predictive power of a cumulative risk index of combined predictors (odds ratio (OR) = 0.95, confidence interval (CI) = 0.85–1.09, p = 0.447) and the moderating effect of sex (OR = 0.89, CI = 0.59–1.32, p = 0.563) were also non‐significant. Conclusions Parent reports of early indicators of DLD are well‐intentioned and widely used. However, data from the Raine Study cohort suggest potential retrospective reporting bias in previous studies. We note that missing data for some indicators may have influenced the results. Implications for the impact of using early indicators as evidence to inform early identification of DLD are discussed. WHAT THIS PAPER ADDS What is already known on the subject DLD is a relatively common childhood condition; however, children with DLD are under‐identified and under‐served. Individual variability in early childhood makes identification of children at risk of DLD challenging. A range of ‘red flags’ in communication development are promoted through speech pathology regulatory bodies and developmental services to assist parents to identify if their child should access services. What this paper adds to the existing knowledge No one parent‐reported early indicator, family history or a cumulation of indicators predicted DLD at 10 years in the Raine study. Sex (specifically, being male) did not moderate an increased risk of DLD at 10 years in the Raine study. Previous studies reporting on clinical samples may be at risk of retrospective reporting bias. What are the potential or actual clinical implications of this work? The broad dissemination and use of ‘red flags’ is well‐intentioned; however, demonstrating ‘red flags’ alone may not reliably identify those who are at later risk of DLD. Findings from the literature suggest that parent concern may be complemented with assessment of linguistic behaviours to increase the likelihood of identifying those who at risk of DLD. Approaches to identification and assessment should be considered alongside evaluation of functional impact to inform participation‐based interventions.
    Type of Medium: Online Resource
    ISSN: 1368-2822 , 1460-6984
    URL: Article
    DOI: 10.1111/1460-6984.12950
    Language: English
    Publisher: Wiley
    Publication Date: 2023
    detail.hit.zdb_id: 1485082-5
    SSG: 5,2
    SSG: 7,11
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  • 7
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    Evaluating two different dose frequencies and cumulative intervention intensities to improve past tense production for early school‐aged children with developmental language disorder
    Wiley ; 2021
    In:  International Journal of Language & Communication Disorders Vol. 56, No. 6 ( 2021-11), p. 1278-1295
    Details
    In: International Journal of Language & Communication Disorders, Wiley, Vol. 56, No. 6 ( 2021-11), p. 1278-1295
    Abstract: This study compared two dose frequency conditions of an explicit intervention with 50 trials per session designed to improve past tense marking in early school‐aged children with developmental language disorder (DLD). The influence of allomorphs on intervention effects was also examined. Methods Data from previously conducted intervention studies were combined and analysed. Participants included nine children (mean age  =  6;5 years) who received 20–30‐min intervention sessions provided twice per week for 10 weeks (1000 trials; 400–600 min) and 20 children (mean age  =  6;6) who received 20–30‐min intervention sessions provided once per week for 10 weeks (500 trials; 200–300 min). Repeated measures included criterion‐referenced probes for production of untrained past tense verbs collected throughout baseline, intervention, and maintenance phases. The rate of progress in each phase was analysed using logistic regression. The proportion of participants who produced past tense allomorphs correctly at pre‐intervention, post‐intervention, and maintenance testing points was analysed. Results Logistic regression showed a stable baseline, highly significant progress during the intervention phase, and a marginally significant shallow decline during the maintenance phase. Those in the twice per week group showed a greater rate of progress during the intervention phase leading to significantly higher scores in the maintenance period when compared with the once per week group. The allomorphic category of past tense verbs did not appear to influence outcomes. Conclusions Participants receiving intervention twice per week appeared to demonstrate a greater rate of progress with intervention than those receiving it once per week, although once per week was also effective. However, these results should be interpreted with caution. Limitations to study design indicate that a larger randomised controlled trial is required. All past tense allomorphs improve to a similar degree when treated with this intervention. What this paper adds What is already known on the subject Understanding the parameters of dosage and intensity are important for clinical practice. Research evaluating the efficacy and/or effectiveness of interventions delivered in different dose/intensity conditions is scarce. There appears to be different interpretations of what constitutes dosage and intensity in published research. What this paper adds to existing knowledge This study retrospectively compared dosage and intensity conditions of intervention provided twice per week to intervention provided once per week. Both dose frequencies could be delivered in clinical settings. Results from this study were analysed by grouping data from multiple testing points, rather than comparing pre‐post results. This approach demonstrated the variability of individual performance that would otherwise be lost with conventional methods of analysis. This study demonstrated that all past tense allomorphs improve to a similar degree when treated with this intervention. What are the potential or actual clinical implications of this work? Parameters of dosage and intensity are still not clearly defined well enough for translation to clinical practice. In consideration of current research, this intervention may be more effective if delivered twice per week. If clinicians are treating past tense, all allomorphs should be considered as priorities for intervention targets.
    Type of Medium: Online Resource
    ISSN: 1368-2822 , 1460-6984
    URL: Issue
    URL: Article
    DOI: 10.1111/jlcd.v56.6
    DOI: 10.1111/1460-6984.12667
    Language: English
    Publisher: Wiley
    Publication Date: 2021
    detail.hit.zdb_id: 1485082-5
    SSG: 5,2
    SSG: 7,11
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  • 8
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    Combining implicit and explicit intervention approaches to target grammar in young children with Developmental Language Disorder
    SAGE Publications ; 2018
    In:  Child Language Teaching and Therapy Vol. 34, No. 2 ( 2018-06), p. 171-189
    Details
    In: Child Language Teaching and Therapy, SAGE Publications, Vol. 34, No. 2 ( 2018-06), p. 171-189
    Abstract: Children with Developmental Language Disorder are likely to experience difficulties with morphosyntax, especially regular past tense marking. Few studies have evaluated the effectiveness of intervention to improve morphosyntax in young school-aged children with DLD. This study investigated the efficacy of combined explicit and implicit intervention techniques delivered by a speech pathologist to improve receptive and expressive grammar, including the use of past tense morphosyntax, using a multiple baseline single case experimental design. Participants were aged six to seven years and received two 1:1 45 minute sessions per week for five weeks (total 7.5 hours) using Shape Coding intervention techniques combined with implicit approaches. Two of the three participants made statistically significant gains on standardized tests of general receptive and expressive grammar. Two of the three children made statistically significant improvement on measures of expressive morphosyntax, with one participant continuing to improve five weeks post treatment. Findings suggest that this approach was efficacious. These findings warrant further investigation using larger group comparison research studies.
    Type of Medium: Online Resource
    ISSN: 0265-6590 , 1477-0865
    URL: Article
    DOI: 10.1177/0265659017735392
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2018
    detail.hit.zdb_id: 2019803-6
    SSG: 5,3
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  • 9
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    A profile of expressive inflectional morphology in early school-age children with developmental language disorder
    Informa UK Limited ; 2022
    In:  Clinical Linguistics & Phonetics Vol. 36, No. 4-5 ( 2022-05-04), p. 341-358
    Details
    In: Clinical Linguistics & Phonetics, Informa UK Limited, Vol. 36, No. 4-5 ( 2022-05-04), p. 341-358
    Type of Medium: Online Resource
    ISSN: 0269-9206 , 1464-5076
    URL: Article
    DOI: 10.1080/02699206.2021.1931454
    RVK:
    EQ 1000
    Language: English
    Publisher: Informa UK Limited
    Publication Date: 2022
    detail.hit.zdb_id: 1485070-9
    SSG: 7,11
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  • 10
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    The prevalence of and potential risk factors for Developmental Language Disorder at 10 years in the Raine Study
    Wiley ; 2022
    In:  Journal of Paediatrics and Child Health Vol. 58, No. 11 ( 2022-11), p. 2044-2050
    Details
    In: Journal of Paediatrics and Child Health, Wiley, Vol. 58, No. 11 ( 2022-11), p. 2044-2050
    Abstract: This study sought to determine the prevalence of Developmental Language Disorder (DLD) in Australian school‐aged children and associated potential risk factors for DLD at 10 years. Methods This study used a cross‐sectional design to estimate the prevalence of DLD in Generation 2 of the prospective Raine Study. Participants included 1626 children aged 10 years with available language data. Primary outcomes included variables matching diagnostic criteria for DLD. Associations of other potential prenatal and environmental variables were analysed as secondary outcomes. Results The prevalence of DLD in this sample was 6.4% ( n  = 104) at 10 years. This sub‐cohort comprised 33.7% ( n  = 35) with expressive language deficits, 20.2% ( n  = 21) with receptive language deficits, and 46.2% ( n  = 48) with receptive‐expressive deficits. No significant difference in sex distribution was observed (52.9% male, p =  0.799). Children who were exposed to smoke in utero at 18 weeks gestation were at increased risk of DLD at 10 years (OR = 2.56, CI = 1.23–5.35, p =  0.012). Conclusions DLD is a relatively prevalent condition in Australian children, even when assessed in middle childhood years. These findings can inform future research priorities, and public health and educational policy which account for the associations with potential risk factors.
    Type of Medium: Online Resource
    ISSN: 1034-4810 , 1440-1754
    URL: Issue
    URL: Article
    DOI: 10.1111/jpc.v58.11
    DOI: 10.1111/jpc.16149
    Language: English
    Publisher: Wiley
    Publication Date: 2022
    detail.hit.zdb_id: 2007577-7
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