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Language learning and retention in young language-disordered children.

R Gaines1, C Leaper, C Monahan

  • 1University of California, Los Angeles 90024.

Journal of Autism and Developmental Disorders
|June 1, 1988
PubMed
Summary
This summary is machine-generated.

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This study shows that young children with language disorders can learn and retain spoken and signed language skills. Most language learned during training was still retained six months later.

Area of Science:

  • Developmental Psychology
  • Speech-Language Pathology
  • Linguistics

Background:

  • Children with language disorders often face challenges in acquiring spoken language.
  • Early intervention is crucial for improving language outcomes in affected children.
  • The efficacy of combined sign and spoken language training requires further investigation.

Purpose of the Study:

  • To assess the stability of language skills acquired through simultaneous sign and spoken language training in young children with language disorders.
  • To determine if language learned during intensive training is retained over a 6-month period.
  • To identify factors correlating with language learning and retention in this population.

Main Methods:

  • Twenty-one young children (36-86 months) with severe language impairments (including autism, mental retardation, and developmental aphasia) participated.

Related Experiment Videos

  • Children received intensive simultaneous sign and spoken language training (mean of 74 sessions).
  • Language retention was evaluated approximately 6 months post-training.

    • Main Results:

    • 17 out of 21 children learned at least one word, and 7 learned multiple-word phrases.
    • The majority of language acquired during training was retained at the 6-month follow-up.
    • Strong correlations were observed between language learning/retention and gestural imitation, play style, language age, developmental age, and fine motor skills.

    Conclusions:

    • Simultaneous sign and spoken language training is an effective method for teaching language to young children with significant language impairments.
    • Language skills acquired through this method demonstrate good stability over time.
    • Factors such as gestural imitation and developmental age are important predictors of success in language acquisition and retention for these children.