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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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When "Simon says" doesn't work: alternatives to imitation for facilitating early speech development
Laura S DeThorne1, Cynthia J Johnson, Louise Walder
1University of Illinois at Urbana-Champaign, Speech & Hearing Science, 901 South Sixth Street, Champaign, IL 61820, USA. lauras@illinois.edu
American Journal of Speech-Language Pathology
|October 22, 2008
Summary
This review offers clinicians evidence-based strategies to boost early speech development in young children, particularly those with autism spectrum disorder or speech delays, who struggle with imitation. It highlights 6 effective treatment approaches for intervention.
Area of Science:
- Pediatric Speech-Language Pathology
- Developmental Psychology
- Clinical Intervention Research
Background:
- Early speech imitation is crucial for language acquisition in young children.
- Difficulties with imitation are observed in various developmental conditions, including autism spectrum disorder (ASD) and childhood apraxia of speech (CAS).
- Identifying effective strategies is vital for supporting children with delayed speech development.
Purpose of the Study:
- To equip clinicians with evidence-based strategies for facilitating early speech development in children who do not readily imitate sounds.
- To address the needs of diverse populations, including children with ASD, CAS, and toddlers with speech delays.
- To provide practical intervention examples based on empirical support.
Main Methods:
- Conducted a comprehensive literature search to identify experimental support for speech development strategies.
- Focused on 6 treatment strategies with documented efficacy in young children with developmental disabilities.
- Analyzed the rationale, empirical evidence, and practical application of each strategy for clinical use.
Main Results:
- Identified 6 treatment strategies with experimental support for facilitating speech development.
- Provided detailed summaries of the underlying rationale and empirical evidence for each strategy.
- Offered specific examples for implementing these strategies in clinical interventions.
Conclusions:
- The limited experimental data necessitates a strong theoretical understanding to guide clinical practice for children with imitation challenges.
- Clinicians should critically evaluate the rationale behind their chosen interventions.
- There is a significant need for research to bridge the gap between clinical needs and the current evidence base in this area.
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