Abstract
Purpose: This study compared the effectiveness of two grammar treatment procedures for children with specific language impairment. Method: A double-blind superiority trial with cluster randomization was used to compare a cueing procedure, designed to elicit a correct production following an initial error, to a recasting procedure, which required no further production. Thirty-one 5-year-old children with specific language impairment participated in 8 small group, classroom-based treatment sessions. Fourteen children received the cueing approach and 17 received the recasting approach. Results: The cueing group made significantly more progress over the 8-week treatment period than the recasting group. There was a medium–large treatment effect in the cueing group and a negligible effect size in the recasting group. The groups did not differ in maintenance of treatment effects 8 weeks after treatment. In single-subject analyses, 50% of children in the cueing group and 12% in the recasting group showed a significant treatment effect. Half of these children maintained the treatment effect 8 weeks later. Conclusion: Treatment that used a structured cueing hierarchy designed to elicit a correct production following a child’s error resulted in significantly greater improvement in expressive grammar than treatment that provided a recast following an error.
| Language | English |
|---|---|
| Pages | 312-324 |
| Number of pages | 13 |
| Journal | Language, Speech, and Hearing Services in Schools |
| Volume | 46 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 1 Oct 2015 |
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The effectiveness of two grammar treatment procedures for children with SLI : A randomized clinical trial. / Smith-Lock, Karen M.; Leitão, Suze; Prior, Polly; Nickels, Lyndsey.
In: Language, Speech, and Hearing Services in Schools, Vol. 46, No. 4, 01.10.2015, p. 312-324.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - The effectiveness of two grammar treatment procedures for children with SLI
T2 - Language, Speech, and Hearing Services in Schools
AU - Smith-Lock, Karen M.
AU - Leitão, Suze
AU - Prior, Polly
AU - Nickels, Lyndsey
PY - 2015/10/1
Y1 - 2015/10/1
N2 - Purpose: This study compared the effectiveness of two grammar treatment procedures for children with specific language impairment. Method: A double-blind superiority trial with cluster randomization was used to compare a cueing procedure, designed to elicit a correct production following an initial error, to a recasting procedure, which required no further production. Thirty-one 5-year-old children with specific language impairment participated in 8 small group, classroom-based treatment sessions. Fourteen children received the cueing approach and 17 received the recasting approach. Results: The cueing group made significantly more progress over the 8-week treatment period than the recasting group. There was a medium–large treatment effect in the cueing group and a negligible effect size in the recasting group. The groups did not differ in maintenance of treatment effects 8 weeks after treatment. In single-subject analyses, 50% of children in the cueing group and 12% in the recasting group showed a significant treatment effect. Half of these children maintained the treatment effect 8 weeks later. Conclusion: Treatment that used a structured cueing hierarchy designed to elicit a correct production following a child’s error resulted in significantly greater improvement in expressive grammar than treatment that provided a recast following an error.
AB - Purpose: This study compared the effectiveness of two grammar treatment procedures for children with specific language impairment. Method: A double-blind superiority trial with cluster randomization was used to compare a cueing procedure, designed to elicit a correct production following an initial error, to a recasting procedure, which required no further production. Thirty-one 5-year-old children with specific language impairment participated in 8 small group, classroom-based treatment sessions. Fourteen children received the cueing approach and 17 received the recasting approach. Results: The cueing group made significantly more progress over the 8-week treatment period than the recasting group. There was a medium–large treatment effect in the cueing group and a negligible effect size in the recasting group. The groups did not differ in maintenance of treatment effects 8 weeks after treatment. In single-subject analyses, 50% of children in the cueing group and 12% in the recasting group showed a significant treatment effect. Half of these children maintained the treatment effect 8 weeks later. Conclusion: Treatment that used a structured cueing hierarchy designed to elicit a correct production following a child’s error resulted in significantly greater improvement in expressive grammar than treatment that provided a recast following an error.
UR - http://www.scopus.com/inward/record.url?scp=84944742443&partnerID=8YFLogxK
UR - http://purl.org/au-research/grants/arc/CE110001021
UR - http://purl.org/au-research/grants/arc/FT120100102
U2 - 10.1044/2015_LSHSS-14-0041
DO - 10.1044/2015_LSHSS-14-0041
M3 - Article
VL - 46
SP - 312
EP - 324
JO - Language, Speech, and Hearing Services in Schools
JF - Language, Speech, and Hearing Services in Schools
SN - 0161-1461
IS - 4
ER -