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A program for achieving generalization of grammatical rules to spontaneous discourse

B Culatta, D Horn

    The Journal of Speech and Hearing Disorders
    |May 1, 1982
    PubMed
    Summary

    This study shows that a structured therapy program effectively teaches children with language disorders new grammar rules. These trained rules generalized to their everyday conversations, demonstrating successful language acquisition.

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    Area of Science:

    • Child language acquisition
    • Speech-language pathology
    • Developmental linguistics

    Background:

    • Children with language disorders often struggle with grammatical rule generalization.
    • Effective therapeutic interventions are needed to improve spontaneous language use.

    Purpose of the Study:

    • To evaluate a 4-step program for generalizing target grammatical rules in children with language disorders.
    • To assess the efficacy of the program in spontaneous discourse.

    Main Methods:

    • A multiple baseline design was employed with four language-disordered children.
    • The program involved clinician-arranged child-evoked target rules.
    • Therapy progressed by increasing communicative demands and reducing clinician modeling.

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    Main Results:

    • Trained grammatical rules significantly increased in frequency during spontaneous discourse.
    • Untrained rules did not show similar increases initially.
    • Subsequent training on previously untrained rules also led to increased usage.

    Conclusions:

    • The 4-step program is effective for teaching and generalizing grammatical rules in language-disordered children.
    • The findings support a systematic approach to language intervention for improved discourse skills.