scholarly journals Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests

2021 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Monica Melby-Lervåg ◽  
Kristin Rogde ◽  
Åste Mjelve Hagen ◽  
Arne Lervåg
Keyword(s):  
Standardized Tests ◽  
Oral Language ◽  
Language Interventions

scholarly journals The Influence of Quantitative Intervention Dosage on Oral Language Outcomes for Children With Developmental Language Disorder: A Systematic Review and Narrative Synthesis

2021 ◽  
pp. 1-17
Author(s):  
Pauline Frizelle ◽  
Anna-Kaisa Tolonen ◽  
Josie Tulip ◽  
Carol-Anne Murphy ◽  
David Saldana ◽  
...  
Keyword(s):  
Oral Language ◽  
Language Disorder ◽  
Controlled Trial ◽  
Experimental Manipulation ◽  
Quantitative Aspect ◽  
Developmental Language Disorder ◽  
Dose Frequency ◽  
Language Interventions ◽  
Quasi Experimental ◽  
Language Measures

Purpose The aim of this study was to examine the degree to which quantitative aspects of dosage (dose, dose frequency, and total intervention duration) have been examined in intervention studies for children with developmental language disorder (DLD). Additionally, to establish the optimal quantitative dosage characteristics for phonology, vocabulary, and morphosyntax outcomes. Method This registered review (PROSPERO ID CRD42017076663) adhered to PRISMA guidelines. Search terms were included in seven electronic databases. We included peer-reviewed quasi-experimental, randomized controlled trial or cohort analytical studies, published in any language between January 2006 and May 2020. Included articles reported on participants with DLD ( M = 3–18 years); oral language interventions with phonology, vocabulary, or morphosyntax outcomes; and experimental manipulation or statistical analysis of any quantitative aspect of dosage. Studies were appraised using the Cochrane risk-of-bias tool. Results Two hundred forty-four articles reported on oral language interventions with children with DLD in the domains of interest; 13 focused on experimentally/statistically manipulating quantitative aspects of dosage. No article reported phonological outcomes, three reported vocabulary, and eight reported morphosyntax. Dose frequency was the most common characteristic manipulated. Conclusions Research is in its infancy, and significant further research is required to inform speech-language pathologists in practice. Dosage characteristics are rarely adequately controlled for their individual effects to be identified. Findings to date suggest that there is a point in vocabulary and morphosyntax interventions after which there are diminishing returns from additional dosage. If dose is high (number of learning opportunities within a session), then the literature suggests that session frequency can be reduced. Frequent, short sessions (2/3 × per week, approximately 2 min) and less frequent, long sessions (1 × per week, approximately 20 min) have yielded the best outcomes when composite language measures have been used; however, replication and further research are required before clinicians can confidently integrate these findings into clinical practice. Supplemental Material https://doi.org/10.23641/asha.13570934

scholarly journals Contemporary Speech and Oral Language Care for Deaf and Hard-of-Hearing Children Using Hearing Devices

2020 ◽  
Vol 9 (2) ◽  
pp. 378
Author(s):  
François Bergeron ◽  
Aurore Berland ◽  
Dominique Demers ◽  
Suzie Gobeil
Keyword(s):  
Broad Spectrum ◽  
Hard Of Hearing ◽  
Oral Language ◽  
Clinical Practices ◽  
Speech And Language ◽  
Communication Behaviors ◽  
Language Interventions ◽  
Hearing Devices ◽  
Hearing Children ◽  
Pragmatics Of Communication

Contemporary speech and language interventions are not limited to disabilities but embrace the pragmatics of communication behaviors from the perspective of functional social participation. Accordingly, current speech and language therapies for deaf and hard-of-hearing children include a broad spectrum of approaches and techniques. This paper explores contemporary approaches and techniques for speech and oral language interventions for deaf and hard-of-hearing children using hearing devices, evidence of efficacy and how they are implemented in diverse clinical practices.

scholarly journals PROTOCOL: Language interventions for improving oral language outcomes in children with neurodevelopmental disorders: A systematic review

2019 ◽  
Vol 15 (4) ◽  
Author(s):  
Anders Nordahl‐Hansen ◽  
Enrica Donolato ◽  
Arne Lervåg ◽  
Courtenay Frazier Norbury ◽  
Monica Melby‐Lervåg
Keyword(s):  
Systematic Review ◽  
Oral Language ◽  
Neurodevelopmental Disorders ◽  
Language Outcomes ◽  
Language Interventions

scholarly journals El Efecto De La Implantación Temprana En Niños Con Hipoacusia

2016 ◽  
Vol 12 (23) ◽  
pp. 25
Author(s):  
María C. Rodríguez-Jiménez ◽  
David Pérez-Jorge ◽  
Olga María Alegre de la Rosa ◽  
Elena Leal-Hernández ◽  
María Suárez-Rodríguez
Keyword(s):  
Language Development ◽  
Standardized Tests ◽  
Oral Language ◽  
Pediatric Population ◽  
Health Concern ◽  
Early Age ◽  
Crucial Importance ◽  
Peabody Picture Vocabulary ◽  
Visual Channel ◽  
Major Health

Hearing loss in pediatric population is a major health concern, taking into account the immediate repercussions on the cognitive, emotional and language development (serious difficulties in communication and language development). Therefore, it is of crucial importance its early diagnosis and implantation. The objective of this study is to know the effect of cochlear implant on the development of oral language in implanted children in the Province of Santa Cruz de Tenerife (Canary Islands). In order to carry out this research, the psycholinguistic profiles of children who were implanted between 2011 and 2014 were studied, through the use of two standardized tests, Peabody Picture Vocabulary Test and The Illinois Test of Psycholinguistic Abilities (ITPA). As regards the age of implantation, we could observe a significant tendency to use the visual channel in the communication of those children who were implanted at a later age and a tendency to use the auditory channel at an early age of implantation. Children who were implanted at a later age showed a nonfunctional use of the implant and a limited development of their speaking skills.

scholarly journals Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy

2020 ◽  
Vol 29 (4) ◽  
pp. 372-377 ◽  
Author(s):  
Charles Hulme ◽  
Margaret J. Snowling ◽  
Gillian West ◽  
Arne Lervåg ◽  
Monica Melby-Lervåg
Keyword(s):  
Reading Comprehension ◽  
Educational Policy ◽  
Oral Language ◽  
Long Term Effects ◽  
Policy And Practice ◽  
Educational Failure ◽  
Psychological Science ◽  
Language Interventions ◽  
Language Difficulties

Oral language is crucial for social interaction and for learning in the classroom; it also provides the foundation for reading comprehension. It follows that children with language difficulties are at high risk of educational failure. Recently, a number of studies have demonstrated that it is possible to produce small but significant improvements in children’s oral language through targeted language interventions ( d = 0.16) and, furthermore, that studies with high-quality implementation show larger effects ( d = 0.24). There is also evidence that effects of language intervention can generalize to produce improvements in reading comprehension. Although further research examining the long-term effects of language interventions are needed, current findings have important implications for educational policy and practice.

scholarly journals Cochlear implant in a child diagnosed with Dandy-Walker Syndrome Variant: a study case

Revista CEFAC ◽  
2018 ◽  
Vol 20 (4) ◽  
pp. 550-559
Author(s):  
Mariana dos Santos Pedrett ◽  
Silvia Borges ◽  
Luiz Carlos Avelino Júnior ◽  
Maria Beatriz Pedrett Costa
Keyword(s):  
Cochlear Implant ◽  
Standardized Tests ◽  
Motor Skills ◽  
Oral Language ◽  
Language Skills ◽  
Rehabilitation Services ◽  
Motor Abilities ◽  
Cochlear Implant User ◽  
Speech Therapist ◽  
Study Case

ABSTRACT Dandy-Walker Syndrome Variant presents itself as a milder form of Dandy-Walker Syndrome, with less pronounced vermis hypoplasia, and hearing impairment is among its characteristics. This study aimed to report the case of a male patient aged 4.5 clinically diagnosed with Dandy-Walker Syndrome variant, a cochlear implant user, who was referred to rehabilitation services and followed up by a multidisciplinary team. The patient underwent therapy assisted by an audiologist/speech therapist and a physiotherapist between June 2016 and December 2016, totaling 20 sessions, with emphasis on the Aurioral approach. His evolution regarding hearing and motor abilities was evaluated through standardized instruments that helped to catalogue the patient’s evolution and responses in an empirical way. The development of his auditory and motor skills, evaluated through standardized tests used as parameters of therapeutic evolution, demonstrated that rehabilitation, performed by a multi-professional team, can be satisfactorily applied in the management of cases where deafness does not appear as the only associated factor. It is suggested that a cochlear implant, despite the difficulties peculiar to the syndrome in question, can be an effective resource to acquire oral language and reach more complex stages related to hearing and language skills.

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

Language and Literacy Predictors of Dialect Density Among School-Age African American Children From Two Geographic Regions

2020 ◽  
Vol 51 (3) ◽  
pp. 807-820
Author(s):  
Lena G. Caesar ◽  
Marie Kerins
Keyword(s):  
African American ◽  
Multiple Regression ◽  
Oral Language ◽  
East Coast ◽  
Geographic Region ◽  
Literacy Skills ◽  
School Age ◽  
Regression Analyses ◽  
Geographic Regions ◽  
American Children

Purpose The purpose of this study was to investigate the relationship between oral language, literacy skills, age, and dialect density (DD) of African American children residing in two different geographical regions of the United States (East Coast and Midwest). Method Data were obtained from 64 African American school-age children between the ages of 7 and 12 years from two geographic regions. Children were assessed using a combination of standardized tests and narrative samples elicited from wordless picture books. Bivariate correlation and multiple regression analyses were used to determine relationships to and relative contributions of oral language, literacy, age, and geographic region to DD. Results Results of correlation analyses demonstrated a negative relationship between DD measures and children's literacy skills. Age-related findings between geographic regions indicated that the younger sample from the Midwest outscored the East Coast sample in reading comprehension and sentence complexity. Multiple regression analyses identified five variables (i.e., geographic region, age, mean length of utterance in morphemes, reading fluency, and phonological awareness) that accounted for 31% of the variance of children's DD—with geographic region emerging as the strongest predictor. Conclusions As in previous studies, the current study found an inverse relationship between DD and several literacy measures. Importantly, geographic region emerged as a strong predictor of DD. This finding highlights the need for a further study that goes beyond the mere description of relationships to comparing geographic regions and specifically focusing on racial composition, poverty, and school success measures through direct data collection.

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