scholarly journals Spoken Vocabulary Outcomes of Toddlers With Developmental Delay After Parent-Implemented Augmented Language Intervention

2021 ◽  
pp. 1-15
Author(s):  
Casy Walters ◽  
Rose A. Sevcik ◽  
MaryAnn Romski
Keyword(s):  
Developmental Delay ◽  
Augmentative And Alternative Communication ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Sound ◽  
Intervention Group ◽  
Spoken Language ◽  
Speech Development ◽  
Language Intervention ◽  
Vocal Imitation

Purpose Early intervention using augmentative and alternative communication (AAC) supports both receptive and expressive language skills. However, many parents and clinicians still worry that augmented language intervention might delay or impair speech development. This study aimed to (a) characterize and analyze the speech sound development of toddlers with developmental delay who participated in a parent-implemented language intervention; (b) examine the accuracy of speech sounds among toddlers who participated in an augmented language intervention using speech-generating devices and toddlers who participated in a traditional, spoken language intervention; and (c) examine the relationship between baseline factors (i.e., receptive and expressive language skills, vocal imitation, and number of unintelligible utterances) and the number of spoken target vocabulary words after intervention. Method This study used extant data from two randomized control trials of parent-implemented language interventions using AAC or spoken language. Out of 109 children who completed the intervention, 45 children produced spoken target vocabulary words at the end of the intervention. We identified and phonetically transcribed spoken target vocabulary words for each child and then classified them based on Shriberg and Kwiatkowski's (1982) developmental sound classes. Results Children's speech sound accuracy was not significantly different across intervention groups. Overall, children who produced more words had more speech sound errors and higher baseline language scores. Intervention group and baseline receptive and expressive language skills significantly predicted the number of spoken target vocabulary words produced at the end of intervention. Conclusions Participation in AAC intervention resulted in significantly more spoken target vocabulary words and no statistically significant differences in speech sound errors when compared to children who received spoken language intervention without AAC. Results support using AAC interventions for very young children without the fear that it will delay speech or spoken language development. Supplemental Material https://doi.org/10.23641/asha.14265365

Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment

2000 ◽  
Vol 31 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Gail T. Gillon
Keyword(s):  
Phonological Awareness ◽  
Speech Production ◽  
Language Impairment ◽  
Language Skills ◽  
Reading Development ◽  
Control Program ◽  
Spoken Language ◽  
Language Intervention ◽  
Typically Developing ◽  
Speech And Language

Purpose:This study investigated the efficacy of an integrated phonological awareness intervention approach for children with spoken language impairment (SLI) who demonstrated early reading delay. Ninety-one, 5- to 7-year-old New Zealand children participated in this study: 61 children with SLI and 30 children with typically developing speech and language skills. All of the children with language impairment exhibited expressive phonological difficulties and some also had delayed semantic and syntactic development.Method:The children with SLI participated in either: (a) an integrated phonological awareness program, (b) a more traditional speech-language intervention control program that focused on improving articulation and language skills, or (c) a minimal intervention control program over a 4 1/2-month time period.Results:Effects of the interventions on phonological awareness ability, reading performance, and speech production were examined. The children who received phonological awareness intervention made significantly more gains in their phonological awareness ability and reading development than the children receiving the other types of speech and language intervention. Despite significant delays in phonological awareness prior to training, children who received the phonological awareness intervention reached levels of performance similar to children with typically developing speech and language skills at post-test assessment. The phonological awareness intervention also improved the children's speech articulation.Clinical Implications:The findings suggest that integrated phonological awareness intervention may be an efficient method to improve phonological awareness, speech production, and reading development of children with SLI. Findings are discussed with reference to a speech-literacy link model.

Language Intervention for Children with Severe Intellectual Disability: The Effects of Different Interventions on Children’s Acquisition of Receptive and Expressive Language

1992 ◽  
Vol 15 (1-2) ◽  
pp. 44-55
Author(s):  
Roger Rees ◽  
Paula Williams
Keyword(s):  
Intellectual Disability ◽  
Intervention Studies ◽  
Language Skills ◽  
Expressive Language ◽  
Language Intervention ◽  
Teaching Program ◽  
Severe Intellectual Disability ◽  
Language Measures ◽  
Family Based ◽  
Distinct Features

Three years of intervention to improve the language skills of children with severe intellectual disability are reported. Family based teaching, therapy and counselling programs were used as the basis of the interventions. Repeated language measures (norm referenced) were used to assess the effects of the interventions. Comparison with other language intervention studies are made. The distinct features of the effective behaviourally oriented teaching program are identified.

Starting to Talk at Age 10 Years: Lessons About the Acquisition of English Speech Sounds in a Rare Case of Severe Congenital But Remediated Motor Disease of Genetic Origin

2019 ◽  
Vol 28 (3) ◽  
pp. 1029-1038
Author(s):  
Beate Peter ◽  
Caitlin Vose ◽  
Laurel Bruce ◽  
David Ingram
Keyword(s):  
Augmentative And Alternative Communication ◽  
Sound Production ◽  
Speech Sound ◽  
Oral Communication ◽  
Building Blocks ◽  
Medical Intervention ◽  
Speech Development ◽  
Alternative Communication ◽  
Phonological Processes ◽  
Communication Devices

Purpose This study was conducted to observe speech development in a child whose onset of oral communication was extremely delayed. In rare cases, children are born with physical limitations that temporarily interfere with speech sound production. Whether the development of speech sound production follows the same trajectory as that in typical children at younger ages is not well understood. Method We present a child who was wheelchair-bound and communicated nearly exclusively via augmentative and alternative communication devices due to severe congenital motor disease and generalized hypotonia. At age 10 years, her condition improved dramatically with medication after a mutation in a dopamine-related gene was discovered, and she switched entirely to oral communication. Observation of speech development was based on chart reviews, video recordings, and direct testing at age 15 years. Results At age 4 years, the participant's attempts at speech showed a small phoneme inventory consisting of early-acquired phonemes and large numbers of common phonological processes. Following the medical intervention at age 10 years, mastery of velars occurred after age 12 years and mastery of liquids was still incomplete at age 15 years. Conclusions Findings are consistent with general growth trends in speech sound acquisition that are independent of chronological age. Theoretical considerations regarding the role of motor control in the invariant order of speech sound acquisition are posited, specifically regarding articulatory building blocks. Clinical recommendations include interprofessional management of children with complex motor disease and referrals to genetics professionals in the care of such children.

Normal Language Skills and Normal Intelligence in a Child with De Lange Syndrome

1988 ◽  
Vol 53 (2) ◽  
pp. 219-222 ◽  
Author(s):  
Thomas H. Cameron ◽  
Desmond P. Kelly
Keyword(s):  
Motor Skills ◽  
Language Skills ◽  
Expressive Language ◽  
Language Intervention ◽  
Gross Motor Skills ◽  
Normal Intelligence ◽  
Beneficial Effects ◽  
Age Appropriate ◽  
The Subject ◽  
Normal Language

The subject of this case report is a 2-year, 7-month-old girl with de Lange syndrome, normal intelligence, and age-appropriate language skills. She demonstrated initial delays in gross motor skills and in receptive and expressive language but responded well to intensive speech and language intervention, as well as to physical therapy. This favorable outcome provides an important example of the beneficial effects of therapy, even for clients with conditions generally believed to have a poor prognosis.

Incidental receptive language growth associated with expressive grammar intervention in SLI

2009 ◽  
Vol 29 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Stephen Camarata ◽  
Keith E. Nelson ◽  
Heather Gillum ◽  
Mary Camarata
Keyword(s):  
Cognitive Deficits ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
Language Intervention ◽  
Control Group ◽  
Language Deficits ◽  
Language Growth

Children with SLI (Specific Language Impairment) display language deficits in the absence of frank neurological lesions, global cognitive deficits or significant clinical hearing loss. Although these children can display disruptions in both receptive and expressive grammar, the intervention literature has been largely focused on expressive deficits. Thus, there are numerous reports in the literature suggesting that expressive language skills can be improved using focused presentation of grammatical targets (cf. conversational recast; Camarata, Nelson & Camarata, 1994), but there have been few investigations addressing the remediation of receptive language skills in SLI for those children with receptive language deficits. The purpose of this study was to examine whether focused grammatical intervention on expressive grammar is associated with growth in receptive language in 21 children with SLI who have receptive language deficits. These children displayed significant growth in receptive language scores as an incidental or secondary association with expressive language intervention and significantly higher gains than seen in a comparison-control group with SLI and receptive language deficits ( n = 6). The theoretical and clinical implications of these results are discussed.

scholarly journals The Effects of Reading and Language Intervention on Literacy Skills in Children in a Remote Community: A Randomized Controlled Trial

2019 ◽  
Author(s):  
Carol Mesa ◽  
Dianne Newbury ◽  
Marysia Nash ◽  
Paula Clarke ◽  
Rosanne Esposito ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Word Reading ◽  
Language Skills ◽  
Controlled Trial ◽  
Intervention Group ◽  
Literacy Skills ◽  
Language Intervention ◽  
Language And Literacy ◽  
Randomized Controlled

This study evaluated the effects of a reading and language intervention, for low-income children living in a remote Chilean community, using a randomized controlled trial. At the beginning of the study, participants were allocated to the intervention (n = 34) or waiting control (n = 34) minimizing on a composite language measure and age. Children in the intervention group received a 27-week program aimed at fostering code-related, word reading and oral language skills. Children’s progress in language and literacy was monitored at four time points: pre-, mid- post-intervention, and at delayed follow-up 9-months after the intervention had ceased. At the end of the intervention, children in the intervention group scored showed improvements compared to the waiting group on pre-literacy, reading, language, and reading comprehension measures (effect sizes d >.25). The gains in pre-literacy skills, word reading and word knowledge were maintained at 9-month delayed follow-up, though the improvements in language and reading comprehension were not. Intervention programs designed to support literacy and language skills in remote communities can be delivered successfully by trained assistants. Our findings inform the future provision of language and literacy programs in populations living in isolated areas.

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

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