Effective intervention for expressive grammar in children with specific language impairment
Karen M Smith-Lock1, Suze Leitao, Lara Lambert
1ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, North Ryde, NSW, Australia. karen.smith-lock@mq.edu.au
Summary
A school-based grammar intervention significantly improved expressive grammar in 5-year-olds with specific language impairment (SLI). The treatment was effective in a classroom setting, showing lasting results for most children with SLI.
Area of Science:
- Child language acquisition
- Speech-language pathology
- Developmental disorders
Background:
- Children with specific language impairment (SLI) often exhibit difficulties with expressive grammar.
- While laboratory-based interventions show promise, evidence for community-based grammar treatment in young children is limited.
Purpose of the Study:
- To assess the effectiveness of a school-based intervention program targeting expressive grammar in 5-year-old children with SLI.
Main Methods:
- Thirty-four 5-year-olds with SLI participated in an 8-week, small-group, classroom-based intervention.
- The experimental group received targeted expressive grammar treatment; the control group received alternative treatment.
- Intervention techniques included direct instruction, focused stimulation, recasting, and imitation.
Main Results:
- Grammatical performance significantly improved post-treatment in the experimental group (Cohen's d = 1.24), but not in the control group.
- No improvements were observed prior to treatment or for untreated grammatical targets.
- Treatment gains were more substantial in children without co-occurring articulation difficulties (Cohen's d = 1.66).
Conclusions:
- Small-group, individually targeted grammar intervention in a classroom setting effectively enhanced expressive grammar skills in young children with SLI.
- The findings support the efficacy of school-based programs for addressing grammatical deficits in children with SLI.
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