scholarly journals The Impact of Dose and Dose Frequency on Word Learning by Kindergarten Children With Developmental Language Disorder During Interactive Book Reading

2019 ◽  
Vol 50 (4) ◽  
pp. 518-539 ◽  
Author(s):  
Holly L. Storkel ◽  
Rouzana Komesidou ◽  
Mollee J. Pezold ◽  
Adrienne R. Pitt ◽  
Kandace K. Fleming ◽  
...  
Keyword(s):  
Word Learning ◽  
Language Disorder ◽  
Intensity Variation ◽  
Kindergarten Children ◽  
Book Reading ◽  
Developmental Language Disorder ◽  
Dose Frequency ◽  
Response Variation ◽  
The Impact ◽  
Interactive Book

Purpose The goal was to determine whether interactive book reading outcomes for children with developmental language disorder (DLD) were affected by manipulation of dose (i.e., the number of exposures to the target word during a book reading session) and dose frequency (i.e., the number of repeated book reading sessions) and whether pretreatment factors predicted treatment response variation. Method Thirty-four kindergarten children with DLD (aged 5;0–6;2 [years;months]) were taught 1 set of words using the Dose 6 and Dose Frequency 6 format from a prior study ( Storkel, Voelmle, et al., 2017 ) and taught a different set of words using an alternative format, either Dose 4 × Dose Frequency 9 or Dose 9 × Dose Frequency 4, determined through random assignment. Word learning was tracked for each treatment via a definition task prior to, during, and after treatment. Results Results showed that children with DLD learned a significant number of words during treatment regardless of the dose and dose frequency format but that significant forgetting of newly learned words occurred in all formats once treatment was withdrawn. Individual differences in word learning were related to Clinical Evaluation of Language Fundamentals Core Language and Understanding Spoken Paragraphs scores. Conclusion When administered at an adequate intensity, variation in the dose and dose frequency of interactive book reading does not appear to influence word learning by children with DLD. Although interactive book reading continues to show promise as an effective word learning intervention for children with DLD, further development is needed to enhance the effectiveness of this treatment approach. Supplemental Material https://doi.org/10.23641/asha.9745181

scholarly journals Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns

2017 ◽  
Vol 48 (2) ◽  
pp. 108-124 ◽  
Author(s):  
Holly L. Storkel ◽  
Rouzana Komesidou ◽  
Kandace K. Fleming ◽  
Rebecca Swinburne Romine
Keyword(s):  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Clinical Decision Making ◽  
Kindergarten Children ◽  
Book Reading ◽  
Limiting Factor ◽  
Specific Language ◽  
Naming Test ◽  
Interactive Book

Purpose The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Method Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. Results The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0–1 treated words correctly at Naming Test 1; naming 0–2 treated words correctly at Naming Test 2; naming 0–3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but memory evolution also contributed (albeit to a lesser degree) to word learning success. Conclusion Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child.

scholarly journals Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response

2017 ◽  
Vol 48 (1) ◽  
pp. 16-30 ◽  
Author(s):  
Holly L. Storkel ◽  
Krista Voelmle ◽  
Veronica Fierro ◽  
Kelsey Flake ◽  
Kandace K. Fleming ◽  
...  
Keyword(s):  
Treatment Response ◽  
Word Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Naming Task ◽  
Kindergarten Children ◽  
Response To Treatment ◽  
Book Reading ◽  
Specific Language ◽  
Interactive Book

Purpose This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response. Method An escalation design adapted from nontoxic drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) was used in this Phase I/II preliminary clinical trial. A total of 27 kindergarten children with SLI were randomized to 1 of 4 intensities of interactive book reading: 12, 24, 36, or 48 exposures. Word learning was monitored through a definition task and a naming task. An intensity response curve was examined to identify the adequate intensity. Correlations and classification accuracy were used to examine variation in response to treatment relative to pretreatment and early treatment measures. Results Response to treatment improved as intensity increased from 12 to 24 to 36 exposures, and then no further improvements were observed as intensity increased to 48 exposures. There was variability in treatment response: Children with poor phonological awareness, low vocabulary, and/or poor nonword repetition were less likely to respond to treatment. Conclusion The adequate intensity for this version of interactive book reading was 36 exposures, but further development of the treatment is needed to increase the benefit for children with SLI.

Do Children With Developmental Language Disorder (DLD) Have Difficulties With Interference Control, Visuospatial Working Memory, and Selective Attention? Developmental Patterns and the Role of Severity and Persistence of DLD

2020 ◽  
Vol 63 (9) ◽  
pp. 3036-3050
Author(s):  
Elma Blom ◽  
Tessel Boerma
Keyword(s):  
Working Memory ◽  
Selective Attention ◽  
Language Disorder ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Visuospatial Working Memory ◽  
Interference Control ◽  
Developmental Patterns ◽  
Search Tasks ◽  
The Impact

Purpose Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are related to DLD severity and persistence, and if EF weaknesses expand to selective attention. This study aimed to address these gaps. Method Data from 78 children with DLD and 39 typically developing (TD) children were collected at three times with 1-year intervals. At Time 1, the children were 5 or 6 years old. Flanker, Dot Matrix, and Sky Search tasks tested interference control, visuospatial working memory, and selective attention, respectively. DLD severity was based on children's language ability. DLD persistence was based on stability of the DLD diagnosis. Results Performance on all tasks improved in both groups. TD children outperformed children with DLD on interference control. No differences were found for visuospatial working memory and selective attention. An interference control gap between the DLD and TD groups emerged between Time 1 and Time 2. Severity and persistence of DLD were related to interference control and working memory; the impact on working memory was stronger. Selective attention was unrelated to DLD severity and persistence. Conclusions Age and DLD severity and persistence determine whether or not children with DLD show EF weaknesses. Interference control is most clearly impaired in children with DLD who are 6 years and older. Visuospatial working memory is impaired in children with severe and persistent DLD. Selective attention is spared.

scholarly journals The Influence of Quantitative Intervention Dosage on Oral Language Outcomes for Children With Developmental Language Disorder: A Systematic Review and Narrative Synthesis

2021 ◽  
pp. 1-17
Author(s):  
Pauline Frizelle ◽  
Anna-Kaisa Tolonen ◽  
Josie Tulip ◽  
Carol-Anne Murphy ◽  
David Saldana ◽  
...  
Keyword(s):  
Oral Language ◽  
Language Disorder ◽  
Controlled Trial ◽  
Experimental Manipulation ◽  
Quantitative Aspect ◽  
Developmental Language Disorder ◽  
Dose Frequency ◽  
Language Interventions ◽  
Quasi Experimental ◽  
Language Measures

Purpose The aim of this study was to examine the degree to which quantitative aspects of dosage (dose, dose frequency, and total intervention duration) have been examined in intervention studies for children with developmental language disorder (DLD). Additionally, to establish the optimal quantitative dosage characteristics for phonology, vocabulary, and morphosyntax outcomes. Method This registered review (PROSPERO ID CRD42017076663) adhered to PRISMA guidelines. Search terms were included in seven electronic databases. We included peer-reviewed quasi-experimental, randomized controlled trial or cohort analytical studies, published in any language between January 2006 and May 2020. Included articles reported on participants with DLD ( M = 3–18 years); oral language interventions with phonology, vocabulary, or morphosyntax outcomes; and experimental manipulation or statistical analysis of any quantitative aspect of dosage. Studies were appraised using the Cochrane risk-of-bias tool. Results Two hundred forty-four articles reported on oral language interventions with children with DLD in the domains of interest; 13 focused on experimentally/statistically manipulating quantitative aspects of dosage. No article reported phonological outcomes, three reported vocabulary, and eight reported morphosyntax. Dose frequency was the most common characteristic manipulated. Conclusions Research is in its infancy, and significant further research is required to inform speech-language pathologists in practice. Dosage characteristics are rarely adequately controlled for their individual effects to be identified. Findings to date suggest that there is a point in vocabulary and morphosyntax interventions after which there are diminishing returns from additional dosage. If dose is high (number of learning opportunities within a session), then the literature suggests that session frequency can be reduced. Frequent, short sessions (2/3 × per week, approximately 2 min) and less frequent, long sessions (1 × per week, approximately 20 min) have yielded the best outcomes when composite language measures have been used; however, replication and further research are required before clinicians can confidently integrate these findings into clinical practice. Supplemental Material https://doi.org/10.23641/asha.13570934

scholarly journals Including Nonlinguistic Processing Tasks in the Identification of Developmental Language Disorder

2019 ◽  
Vol 28 (3) ◽  
pp. 932-944 ◽  
Author(s):  
Kerry Danahy Ebert ◽  
Giang Pham
Keyword(s):  
Cognitive Processing ◽  
Language Disorder ◽  
Age Groups ◽  
Kindergarten Children ◽  
Developmental Language Disorder ◽  
Language Experience ◽  
Likelihood Ratios ◽  
Accurate Identification ◽  
Language Background ◽  
Cut Points

Purpose Accurate identification of developmental language disorder (DLD) remains challenging, particularly for children who speak different dialects, languages, or more than 1 language. Children with DLD, on average, have shown subtle deficits on nonlinguistic cognitive processing tasks, and performance on such tasks may be minimally influenced by language experience. This study explores whether nonlinguistic cognitive processing tasks can contribute to the identification of DLD in children from diverse linguistic backgrounds. Method Study 1 combined data from 4 U.S.-based investigations to yield a sample of 395 children, ages 6–10 years, who spoke only English or both Spanish and English. Study 2 consisted of an international sample of 55 kindergarten children living in Vietnam. Each study included children with DLD and children with typical development. Participants completed nonlinguistic cognitive tasks of processing speed, auditory working memory, and attentional control. Data analysis compared typically developing to DLD groups by age and language background. Then, we empirically derived cut-points to report diagnostic accuracy (sensitivity, specificity, and positive and negative likelihood ratios). Results For all 3 tasks, adequate sensitivity or specificity (but not both in most cases) was achieved in nearly all age groups. Likelihood ratios reached moderately to very informative levels in several instances. Diagnostic results were maintained when monolingual and bilingual samples were combined into a single group. Conclusions Nonlinguistic cognitive processing tasks may contribute to accurate identification of DLD in combination with other measures. Further research is needed to refine tasks, confirm cut-points established here, and extend findings to children from additional language backgrounds.

Optimal Contexts for Verb Learning

2019 ◽  
Vol 4 (6) ◽  
pp. 1239-1249 ◽  
Author(s):  
Sabrina Horvath ◽  
Sudha Arunachalam
Keyword(s):  
Language Disorder ◽  
Developmental Language Disorder ◽  
Linguistic Context ◽  
Language Outcomes ◽  
Verb Learning ◽  
Dose Frequency ◽  
Linguistic Label ◽  
Increased Risk ◽  
Good Learning ◽  
Verb Meaning

Purpose Verb learning is a critical but challenging part of language acquisition. Children with or at increased risk for developmental language disorder may particularly struggle with verb learning, and poor verb representations in turn may negatively impact children's language outcomes. Our goal is to examine literature on children's acquisition of verbs, identifying manipulable factors that may determine the ease or difficulty of acquiring a new verb meaning. Method In this narrative, nonsystematic review, we discuss findings about how verbs are learned and represented. Results Several aspects of the learning environment affect children's efforts to acquire verbs, including the linguistic context in which the verb is introduced, the timing of the linguistic label relative to the event it describes, the visual and linguistic variability, and the dose frequency. Conclusions We conclude that some learning situations are likely to be more helpful for children in the process of verb learning than others. We highlight some of the factors that contribute to good learning situations, and we discuss how these may differ depending on properties of the child and of the verb itself. Finally, we propose hypotheses for future translational and clinical research.

Effects of Signs on Word Learning by Children With Developmental Language Disorder

2019 ◽  
Vol 62 (6) ◽  
pp. 1798-1812 ◽  
Author(s):  
Lian van Berkel-van Hoof ◽  
Daan Hermans ◽  
Harry Knoors ◽  
Ludo Verhoeven
Keyword(s):  
Word Learning ◽  
Language Disorder ◽  
Developmental Language Disorder
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