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Group intervention changes brain activity in bilingual language-impaired children
Elina Pihko1, Annika Mickos, Teija Kujala
1BioMag Laboratory, Helsinki University Central Hospital, Helsinki, Finland. pihko@biomag.hus.fi
Cerebral Cortex (New York, N.Y. : 1991)
|May 19, 2006
Summary
A phonological intervention program improved brain function in bilingual children with specific language impairment (SLI). This led to positive changes in auditory cortex activity, demonstrating neuroplasticity.
Area of Science:
- Neuroscience
- Developmental Psychology
- Speech-Language Pathology
Background:
- Specific Language Impairment (SLI) affects language development in children.
- Bilingualism presents unique challenges and strengths in language acquisition.
- Understanding neuroplasticity is crucial for effective language interventions.
Purpose of the Study:
- To evaluate the impact of a phonological intervention on brain activity in bilingual children with SLI.
- To investigate neuroplastic changes in auditory cortices following the intervention.
- To compare the intervention's effects with a physical exercise control group.
Main Methods:
- A phonological intervention program was delivered by preschool teachers to small groups.
- A control group of children with SLI received a physical exercise program.
- Auditory evoked magnetic fields were measured using an oddball paradigm before and after intervention, followed by a behavioral discrimination test.
Main Results:
- The phonological intervention group showed significant improvements in brain activity.
- Plastic changes were observed in the left and right auditory cortices.
- These changes correlated with improved auditory discrimination abilities.
Conclusions:
- Phonological intervention is effective in enhancing brain function in bilingual children with SLI.
- The intervention promotes neuroplasticity in auditory processing areas.
- Targeted phonological therapy can positively impact language development and neural pathways.
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