scholarly journals Changes in English Past Tense Use by Bilingual School-Age Children With and Without Developmental Language Disorder

2018 ◽  
Vol 61 (10) ◽  
pp. 2532-2546 ◽  
Author(s):  
Peggy F. Jacobson ◽  
Yan H. Yu
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Mixed Model ◽  
Language Disorder ◽  
School Age Children ◽  
Past Tense ◽  
The Novel ◽  
Developmental Language Disorder ◽  
Ability Group ◽  
Repeated Measures Analysis

PurposeThe purpose of this study is to examine changes in English past tense accuracy and errors among Spanish–English bilingual children with typical development (TD) and developmental language disorder (DLD).MethodThirty-three children were tested before and after 1 year to examine changes in clinically relevant English past tense errors using an elicited production task. A mixed-model linear regression using age as a continuous variable revealed a robust effect for age. A 4-way repeated-measures analysis of variance was conducted with age (young, old) and language ability group (TD, DLD) as between-subjects variables, time (Time 1, Time 2) and verb type (regular, irregular, and novel verbs) as within-subject variables, and percent accuracy as the dependent variable. Subsequently, a 4-way repeated-measures analysis of variance was conducted to measure the overall distribution of verb errors across 2 time points.ResultsOverall, children produced regular and novel verb past tense forms with higher accuracy than irregular past tense verbs in an elicitation task. Children with TD were more accurate than children with DLD. Younger children made more improvement than older children from Time 1 to Time 2, especially in the regular and novel verb conditions. Bare stem and overregularization were the most common errors across all groups. Errors consisting of stem + ing were more common in children with DLD than those with TD in the novel verb condition.DiscussionContrary to an earlier report (Jacobson & Schwartz, 2005), the relative greater difficulty with regular and novel verbs was replaced by greater difficulty for irregular past tense, a pattern consistent with monolingual impairment. Age was a contributing factor, particularly for younger children with DLD who produced more stem + ing errors in the novel verb condition. For all children, and particularly for those with DLD, an extended period for irregular past tense learning was evident. The results support a usage-based theory of language acquisition and impairment.

scholarly journals The Efficacy of an Explicit Intervention Approach to Improve Past Tense Marking for Early School-Age Children With Developmental Language Disorder

2020 ◽  
pp. 1-14
Author(s):  
Samuel D. Calder ◽  
Mary Claessen ◽  
Susan Ebbels ◽  
Suze Leitão
Keyword(s):  
Language Disorder ◽  
Control Measures ◽  
School Age Children ◽  
Past Tense ◽  
School Age ◽  
Developmental Language Disorder ◽  
Post Intervention ◽  
Standardized Measures ◽  
Early School ◽  
Early School Age

Purpose 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

scholarly journals Explicit Grammar Intervention in Young School-Aged Children With Developmental Language Disorder: An Efficacy Study Using Single-Case Experimental Design

2020 ◽  
Vol 51 (2) ◽  
pp. 298-316 ◽  
Author(s):  
Samuel D. Calder ◽  
Mary Claessen ◽  
Susan Ebbels ◽  
Suze Leitão
Keyword(s):  
Experimental Design ◽  
Repeated Measures ◽  
Language Disorder ◽  
Single Case ◽  
Past Tense ◽  
Developmental Language Disorder ◽  
School Aged Children ◽  
Grammaticality Judgment ◽  
Early School ◽  
Explicit Grammar

Purpose 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

Nonword Repetition Skills in Gulf Arabic–Speaking Children With Developmental Language Disorder

2020 ◽  
Vol 63 (11) ◽  
pp. 3700-3713
Author(s):  
Saleh Shaalan
Keyword(s):  
Phonological Processing ◽  
Language Disorder ◽  
Nonword Repetition ◽  
School Age Children ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Gulf Arabic ◽  
Arabic Speaking ◽  
Phonological Complexity

Purpose This study examined the performance of Gulf Arabic–speaking children with developmental language disorder (DLD) on a Gulf Arabic nonword repetition (GA-NWR) test and compared it to their age- and language-matched groups. We also investigated the role of syllable length, wordlikeness, and phonological complexity in light of NWR theories. Method A new GA-NWR test was conducted with three groups of Gulf Arabic–speaking children: school-age children with DLD, language-matched controls (LCs), and age-matched controls (ACs). The test consisted of two- and three-syllable words that either had no clusters, medial clusters, final clusters, or medial + final clusters. Results The GA-NWR distinguished between the performance of children with DLD and the LC and AC groups. Results showed significant syllable length, wordlikeness, and phonological complexity effects. Differences between the DLD and typically developing groups were seen in two- and three-syllable nonwords; however, when compared on nonwords with no clusters, children with DLD were not significantly different from the LC group. Conclusions The GA-NWR test differentiated between children with DLD and their ACs and LCs. Findings, therefore, support its clinical utility in this variety of Arabic. Results showed that phonological processing factors, such as phonological complexity, may have stronger effects when compared to syllable length effects. Supplemental Material https://doi.org/10.23641/asha.12996812

scholarly journals Mood and Global Symptom Changes among Psychotherapy Clients with Depressive Personality

2012 ◽  
Vol 2012 ◽  
pp. 1-12
Author(s):  
Rachel E. Maddux ◽  
Lars-Gunnar Lundh
Keyword(s):  
Repeated Measures ◽  
Mixed Model ◽  
Psychological Symptoms ◽  
Self Report ◽  
Treatment Results ◽  
Repeated Measures Analysis ◽  
Depressive Personality ◽  
Symptom Changes ◽  
Psychotherapy Clients ◽  
Over Time

The present study assessed the rate of depressive personality (DP), as measured by the self-report instrument depressive personality disorder inventory (DPDI), among 159 clients entering psychotherapy at an outpatient university clinic. The presenting clinical profile was evaluated for those with and without DP, including levels of depressed mood, other psychological symptoms, and global severity of psychopathology. Clients were followed naturalistically over the course of therapy, up to 40 weeks, and reassessed on these variables again after treatment. Results indicated that 44 percent of the sample qualified for DP prior to treatment, and these individuals had a comparatively more severe and complex presenting disposition than those without DP. Mixed-model repeated-measures analysis of variance was used to examine between-groups changes on mood and global severity over time, with those with DP demonstrating larger reductions on both outcome variables, although still showing more symptoms after treatment, than those without DP. Only eleven percent of the sample continued to endorse DP following treatment. These findings suggest that in routine clinical situations, psychotherapy may benefit individuals with DP.

Influence of Thumb Sucking on Peer Social Acceptance in First-Grade Children

PEDIATRICS ◽  
1993 ◽  
Vol 91 (4) ◽  
pp. 784-786
Author(s):  
Patrick C. Friman ◽  
Keith M. McPherson ◽  
William J. Warzak ◽  
Joseph Evans
Keyword(s):  
Repeated Measures ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
First Grade ◽  
School Age Children ◽  
School Age ◽  
Repeated Measures Analysis ◽  
Thumb Sucking ◽  
Composite Scores ◽  
Harmful Effects

Chronic thumb sucking in school-age children may reduce peer social acceptance, an important contributor to social development. The influence of thumb sucking on social acceptance was assessed among 40 first-grade children, who were shown four slides of two 7-year-old children (one boy, one girl) in two poses (one thumb sucking, one not). After viewing each slide in their classrooms, the children answered 10 numerically weighted questions related to peer acceptance. To limit the possibility that the children would determine the girl and boy were the same in each pose, the slide presentation was counterbalanced across two sessions 1 week apart. Using a repeated-measures analysis of variance, the authors compared composite scores on each question for both poses. The results indicate that while in the thumb-sucking pose, the children were rated as significantly less intelligent, happy, attractive, likable, and fun and less desirable as a friend, playmate, seatmate, classmate, and neighbor than when they were in the non-thumb-sucking pose. These findings suggest that the risk of reduced social acceptance should be added to the list of potentially harmful effects of chronic thumb sucking in school-age children.

Effects of a Combination of Stances and Points of Aim on Putting Accuracy

1988 ◽  
Vol 66 (1) ◽  
pp. 139-143 ◽  
Author(s):  
Erich Gott ◽  
Carl Mc Gown
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Traditional Method ◽  
Constant Error ◽  
Popular Opinion ◽  
Variable Error ◽  
Repeated Measures Analysis ◽  
Better Than

The purpose of this study was to determine the effects of two putting stances (conventional versus side-saddle) and two points of aim (ball versus hole) on putting accuracy. Subjects (12 men, 4 women) were taught to putt using four methods: (a) conventional stance, eyes on the ball; (b) conventional stance, eyes on the hole; (c) side-saddle stance, eyes on the ball; and (d) side-saddle stance, eyes on the hole. Each subject practiced each method for 2 wk., after which they were tested for purring accuracy by counting putts made, determining constant error, and by calculating variable error. Accuracy was assessed at 5 and 15 ft. A 2 by 2 repeated-measures analysis of variance showed that there was no single combination of stance and point of aim that was significantly better than another at either distance. This suggests that, contrary to popular opinion, the traditional method of putting is not the best method for putting; other methods are equally as good and could be used if individually desired.

scholarly journals Estimating Bayes factors from minimal summary statistics in repeated measures analysis of variance designs

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Thomas Faulkenberry
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Bayes Factor ◽  
Linear Models ◽  
Repeated Measurements ◽  
Bayes Factors ◽  
Complex Method ◽  
Summary Statistics ◽  
Minimal Set ◽  
Repeated Measures Analysis

In this paper, I develop a formula for estimating Bayes factors directly from minimal summary statistics produced in repeated measures analysis of variance designs. The formula, which requires knowing only the F-statistic, the number of subjects, and the number of repeated measurements per subject, is based on the BIC approximation of the Bayes factor, a common default method for Bayesian computation with linear models. In addition to providing computational examples, I report a simulation study in which I demonstrate that the formula compares favorably to a recently developed, more complex method that accounts for correlation between repeated measurements. The minimal BIC method provides a simple way for researchers to estimate Bayes factors from a minimal set of summary statistics, giving users a powerful index for estimating the evidential value of not only their own data, but also the data reported in published studies.

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