Vocabulary Acquisition and Usage for Late Talkers Treatment: Effect on Expressive Vocabulary and Phonology

2021 ◽  
pp. 1-16
Author(s):  
Natalie Munro ◽  
Elise Baker ◽  
Sarah Masso ◽  
Lynn Carson ◽  
Taiying Lee ◽  
...  
Keyword(s):  
Vocabulary Acquisition ◽  
Single Case ◽  
Multiple Baseline ◽  
Expressive Vocabulary ◽  
Single Word ◽  
Vocabulary Size ◽  
Late Talkers ◽  
Lexical Learning ◽  
Speech Assessment ◽  
Target Words

Purpose This study examined the effect of Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment on toddlers' expressive vocabulary and phonology. Parent acceptability of VAULT treatment was also considered. Method We used a nonconcurrent multiple baseline single case experimental design with three late talking toddlers aged 21–25 months. The treatment was delivered twice weekly in 30-min sessions for 8 weeks by a rotating team of four speech-language pathologists. Toddlers heard three of their 10 strategically selected target words a minimum of 64 times in play activities each session. Expressive vocabulary and phonology was assessed pre–post, with parent interviews conducted posttreatment. Results All toddlers increased production of target words and expressive vocabulary. Ambient expressive vocabulary size increased by an average of 16 words per week (range of 73–169 words learned over the treatment period). On a 20-item, single-word speech assessment, the toddlers' phonetic inventories increased on average from three to seven consonants, and five to eight vowels. Two toddlers used protowords pretreatment, which were replaced by recognizable attempts at words posttreatment. Parents reported the treatment was acceptable for the child and their family with future consideration of parent-based delivery of the treatment in the home. Conclusions The results of this treatment provide further evidence of a model of intervention informed by the principles of implicit learning, and the interconnectedness of phonological and lexical learning. Investigation is required to establish the efficacy and feasibility of VAULT in clinical contexts. Supplemental Material https://doi.org/10.23641/asha.14714733

scholarly journals Exploring Input Parameters in an Expressive Vocabulary Treatment With Late Talkers

2020 ◽  
Vol 63 (1) ◽  
pp. 216-233 ◽  
Author(s):  
Mary Alt ◽  
Heidi M. Mettler ◽  
Jessie A. Erikson ◽  
Cecilia R. Figueroa ◽  
Sarah E. Etters-Thomas ◽  
...  
Keyword(s):  
Treatment Effect ◽  
Repeated Measures ◽  
Vocabulary Acquisition ◽  
Treatment Protocol ◽  
Average Treatment Effect ◽  
Effect Sizes ◽  
Expressive Vocabulary ◽  
Control Effect ◽  
Late Talkers ◽  
Target Words

Purpose The aims of this study were (a) to assess the efficacy of the Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment and (b) to compare treatment outcomes for expressive vocabulary acquisition in late talkers in 2 conditions: 3 target words/90 doses per word per session versus 6 target words/45 doses per word per session. Method We ran the treatment protocol for 16 sessions with 24 primarily monolingual English-speaking late talkers. We calculated a d score for each child, compared treatment to control effect sizes, and assessed the number of words per week children acquired outside treatment. We compared treatment effect sizes of children in the condition of 3 target words/90 doses per word to those in the condition of 6 target words/45 doses per word. We used Bayesian repeated-measures analysis of variance and Bayesian t tests to answer our condition-level questions. Results With an average treatment effect size of almost 1.0, VAULT was effective relative to the no-treatment condition. There were no differences between the different dose conditions. Discussion The VAULT protocol was an efficacious treatment that has the potential to increase the spoken vocabulary of late-talking toddlers and provides clinicians some flexibility in terms of number of words targeted and dose number, keeping in mind the interconnectedness of treatment parameters. Supplemental Material https://doi.org/10.23641/asha.11593323

Reading Beyond the Book: Educating Paraprofessionals to Implement Dialogic Reading for Preschool Children With Language Impairments

2019 ◽  
Vol 40 (2) ◽  
pp. 68-83
Author(s):  
Jacqueline A. Towson ◽  
Katherine B. Green ◽  
Diana L. Abarca
Keyword(s):  
Preschool Children ◽  
Single Case ◽  
Functional Relation ◽  
Dialogic Reading ◽  
Expressive Vocabulary ◽  
Single Word ◽  
Preschool Classrooms ◽  
Vocabulary Skills ◽  
Variable Fidelity ◽  
Multiple Probe

We examined how educating paraprofessionals in preschool classrooms on dialogic reading (DR) affected their storybook reading and effects on children’s single word vocabulary. Through a single-case multiple-probe across participants design including four paraprofessionals and eight preschool children, we identified a functional relation between educating paraprofessionals in DR and implementation of the CROWD prompts; yet, no functional relation was observed for the implementation of the evaluate, expand, and repeat strategies. Data collected on children’s expressive near-transfer vocabulary showed all but one child made minimal gains from baseline to intervention, whereas receptive data remained stable for six participants. Results suggested that paraprofessionals implemented the strategies of DR with variable fidelity following a singular training and in-text supports. Additional supports may be necessary for all aspects of the intervention and generalization to be implemented with fidelity and for improvement to carryover to both receptive and expressive vocabulary skills for children.

Effects of an AAC App with Transition to Literacy Features on Single-Word Reading of Individuals with Complex Communication Needs

2020 ◽  
Vol 45 (2) ◽  
pp. 115-131
Author(s):  
Jessica Caron ◽  
Janice Light ◽  
David McNaughton
Keyword(s):  
Word Reading ◽  
Single Case ◽  
Severe Disabilities ◽  
Book Reading ◽  
Single Word ◽  
Complex Communication Needs ◽  
Speech Output ◽  
Communication Needs ◽  
Single Word Reading ◽  
Target Words

The purpose of this study was to investigate the effects of Transition to Literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol) within a grid display in an augmentative and alternative communication (AAC) app on the single-word reading skills of five individuals with severe disabilities and complex communication needs. The study implemented a single-case multiple probe research design across one set of three participants. The same design was utilized with an additional set of two participants. During intervention, the T2L feature was activated for targeted words during a book reading activity. The dependent variable was the number of 10 target words correctly identified. With only limited exposure to the T2L feature, the five participants all demonstrated increased accuracy in identification of 10 target words. Four of the five participants generalized learning to use a text-only display for the 10 target words. This study provides preliminary evidence that redesigning AAC apps to include the provision of dynamic text combined with speech output can positively impact the single-word reading of participants. This adaptation in AAC system design could be used to support improved outcomes in both language and literacy.

scholarly journals Helping learners engage with L2 words

AILA Review ◽  
2010 ◽  
Vol 23 ◽  
pp. 95-114 ◽  
Author(s):  
Julie Deconinck ◽  
Frank Boers ◽  
June Eyckmans
Keyword(s):  
Cognitive Linguistics ◽  
Vocabulary Acquisition ◽  
Experimental Treatment ◽  
Word Form ◽  
Single Word ◽  
New Words ◽  
Basic Meaning ◽  
The Way ◽  
Target Words

The pace at which new words are acquired is influenced by the degree of engagement with them on the part of the learner. Insights from cognitive linguistics into the non-arbitrary aspects of vocabulary can be turned into stimuli for such engagement. The majority of Cognitive Linguists’ proposals for vocabulary teaching aim at helping learners appreciate the way a single word form can develop different meanings. This, however, presupposes knowledge of the ‘basic’ meaning of that word. We report an experiment in which learners under an experimental treatment were stimulated to consider the possibility that the form–meaning link in target words might not be fully arbitrary. The mnemonic effect of this task-induced engagement was assessed in relation to comparison treatments in immediate and delayed post-tests measuring both receptive and productive knowledge. Results show that simply prompting learners to evaluate the form–meaning match of words can foster vocabulary acquisition, although not all target words lends themselves equally well to this type of engagement.

scholarly journals Vocabulary growth in late talkers: lexical development from 2;0 to 3;0

2000 ◽  
Vol 27 (2) ◽  
pp. 293-311 ◽  
Author(s):  
LESLIE RESCORLA ◽  
JENNIFER MIRAK ◽  
LEHER SINGH
Keyword(s):  
Language Development ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Lexical Development ◽  
Late Talkers ◽  
Vocabulary Growth ◽  
Language Outcome ◽  
Group 2 ◽  
Vocabulary Spurt ◽  
Group 1

Vocabulary growth from 2;0 to 3;0 was studied in 28 late talkers using expressive vocabulary inventories reported bimonthly on the Language Development Survey (LDS). Group milestones were 18 words at 2;0, 89 words at 2;6, and 195 words at 3;0. A sub-group of 11 children (Group 1) showed a rapid vocabulary spurt between 2;2 and 2;8, reached the 150–180 word mark by 2;6, and attained the LDS ceiling of about 300 words by 2;10. In contrast, the 17 children in Group 2 still had a mean vocabulary of fewer than 30 words at 2;6, had less of a vocabulary spurt when they did start acquiring words, and attained the 150–180 vocabulary mark at 3;0. All 3;0 language outcome measures were significantly predicted by LDS vocabulary size from 2;2 to 2;4.

scholarly journals Communicative Function of Pointing and Expressive Vocabulary Acquisition

2021 ◽  
Vol 31 ◽  
Author(s):  
Juliana Prieto Bruckner ◽  
Eliene Novais Costa ◽  
Cláudia Cardoso-Martins
Keyword(s):  
Social Communication ◽  
Vocabulary Acquisition ◽  
Maternal Education ◽  
Strong Association ◽  
Regression Analyses ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Communicative Function ◽  
Communicative Development ◽  
Pointing Gesture

Abstract There is evidence of a strong association between the pointing gesture and early vocabulary acquisition. This study examined the extent to which this association is moderated by the communicative function of children’s pointing. A total of 35 children participated in the study. Their use of the pointing gesture and their expressive vocabulary were assessed at 13 and 18 months using the Early Social Communication Scales and the MacArthur-Bates Communicative Development Inventory, respectively. The results of multiple linear regression analyses indicated that variations in the frequency of declarative pointing at 13 months significantly contributed to variations in vocabulary size at both 13 and 18 months, independently of variations in maternal education. In contrast, variations in the frequency of imperative pointing did not concurrently or longitudinally correlate with children’s vocabulary sizes. These results suggest that the relation between pointing and early vocabulary acquisition is moderated by the communicative function of the pointing gesture.

Successful Implicit Vocabulary Intervention for Three Cantonese-Speaking Toddlers: A Replicated Single-Case Design

2020 ◽  
Vol 63 (12) ◽  
pp. 4148-4161
Author(s):  
Christine S.-Y. Ng ◽  
Stephanie F. Stokes ◽  
Mary Alt
Keyword(s):  
Single Case ◽  
Cross Cultural ◽  
Neighborhood Density ◽  
Expressive Vocabulary ◽  
Single Case Design ◽  
Vocabulary Intervention ◽  
Phonological Neighborhood Density ◽  
Phonological Neighborhood ◽  
And Control ◽  
Case Design

Purpose We report on a replicated single-case design study that measured the feasibility of an expressive vocabulary intervention for three Cantonese-speaking toddlers with small expressive lexicons relative to their age. The aim was to assess the cross-cultural and cross-linguistic feasibility of an intervention method developed for English-speaking children. Method A nonconcurrent multiple-baseline design was used with four baseline data points and 16 intervention sessions per participant. The intervention design incorporated implicit learning principles, high treatment dosage, and control of the phonological neighborhood density of the stimuli. The children (24–39 months) attended 7–9 weeks of twice weekly input-based treatment in which no explicit verbal production was required from the child. Each target word was provided as input a minimum of 64 times in at least two intervention sessions. Treatment feasibility was measured by comparison of how many of the target and control words the child produced across the intervention period, and parent-reported expressive vocabulary checklists were completed for comparison of pre- and postintervention child spoken vocabulary size. An omnibus effect size for the treatment effect of the number of target and control words produced across time was calculated using Kendall's Tau. Results There was a significant treatment effect for target words learned in intervention relative to baselines, and all children produced significantly more target than control words across the intervention period. The effect of phonological neighborhood density on expressive word production could not be evaluated because two of the three children learned all target words. Conclusion The results provide cross-cultural evidence of the feasibility of a model of intervention that incorporated a high-dosage, cross-situational statistical learning paradigm to teach spoken word production to children with small expressive lexicons.

Comparing the transfer effects of three nonpharmacological interventions in children with AD/HD: a single-case experimental design

2020 ◽  
Author(s):  
Da-Wei Zhang ◽  
Stuart J. Johnstone ◽  
Hui Li ◽  
Xiangsheng Li ◽  
Li Sun
Keyword(s):  
Experimental Design ◽  
Visual Analysis ◽  
Single Case ◽  
Multiple Baseline ◽  
Neurofeedback Training ◽  
Transfer Effects ◽  
Baseline Phase ◽  
Intervention Phase ◽  
Inhibitory Function ◽  
Home Training

The current study used behavioral and electroencephalograph measures to compare the transferability of cognitive training (CT), neurofeedback training (NFT), and CT combined with NFT in children with AD/HD. Following a multiple-baseline single-case experimental design, twelve children were randomized to a training condition. Each child completed a baseline phase, followed by an intervention phase. The intervention phase consisted of 20 sessions of at-home training. Tau-U analysis and standardized visual analysis were adopted to detect effects. CT improved inhibitory function, and NFT showed improved alpha activity and working memory. The combined condition, who was a reduced 'dose' of CT and NFT, did not show any improvements. The three conditions did not alleviate AD/HD symptoms. While CT and NFT may have near transfer effects, considering the lack of improvement in symptoms, this study does not support CT and NFT on their own as a treatment for children with AD/HD.

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