Principles for School-Age Language Intervention: Insights from a Randomized Controlled Trial

ASHA Leader ◽  
2010 ◽  
Vol 15 (1) ◽  
pp. 10-13 ◽  
Author(s):  
Ronald Gillam ◽  
Diane Frome Loeb
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Language Intervention ◽  
School Age ◽  
Randomized Controlled

scholarly journals Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial

2012 ◽  
Vol 53 (10) ◽  
pp. 1044-1053 ◽  
Author(s):  
Kelly Burgoyne ◽  
Fiona J. Duff ◽  
Paula J. Clarke ◽  
Sue Buckley ◽  
Margaret J. Snowling ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Down Syndrome ◽  
Controlled Trial ◽  
Language Intervention ◽  
Children With Down Syndrome ◽  
Randomized Controlled

scholarly journals The efficacy of early language intervention in mainstream school settings: a randomized controlled trial

2017 ◽  
Vol 58 (10) ◽  
pp. 1141-1151 ◽  
Author(s):  
Silke Fricke ◽  
Kelly Burgoyne ◽  
Claudine Bowyer-Crane ◽  
Maria Kyriacou ◽  
Alexandra Zosimidou ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Language Intervention ◽  
Early Language ◽  
School Settings ◽  
Randomized Controlled ◽  
Mainstream School ◽  
Early Language Intervention

A Randomized Controlled Trial of Two Syntactic Treatment Procedures With Cantonese-Speaking, School-Age Children With Language Disorders

2015 ◽  
Vol 58 (4) ◽  
pp. 1258-1272 ◽  
Author(s):  
Carol K. S. To ◽  
Hoi Ming Lui ◽  
Xin Xin Li ◽  
Gary Y. H. Lam
Keyword(s):  
Randomized Controlled Trial ◽  
Language Impairment ◽  
Controlled Trial ◽  
School Age Children ◽  
School Age ◽  
Mixed Effect ◽  
Sentence Combining ◽  
Randomized Controlled ◽  
Main Effect ◽  
Functional Outcome Measures

Purpose In this study, we aimed to evaluate the efficacy of sentence-combining (SC) and narrative-based (NAR) intervention approaches to syntax intervention using a randomized-controlled-trial design. Method Fifty-two Cantonese-speaking, school-age children with language impairment were assigned randomly to either the SC or the NAR treatment arm. Seven children did not receive treatment as assigned. Intervention in both arms targeted the same complex syntactical structures. The SC group focused on sentence combination training, whereas the NAR group made use of narratives in which the target structures were embedded. Pretest and posttest performances measured using a standardized language assessment were subjected to analyses of covariance mixed-effect-model analyses of variance. Results Children in both treatment arms demonstrated significant growth after 4 months of intervention. The main effect between treatment arms and time was not significant after controlling the pretest performance, suggesting that both treatment approaches showed similar effects. The main effect of time was significant. Conclusions This study provided evidence to support language intervention in the school years in Cantonese-speaking children. However, neither approach was shown to be more efficacious than the other. Future researchers could examine the effects of a longer treatment period and include functional outcome measures.

scholarly journals Implementing Remote Developmental Research: A Case Study of a Randomized Controlled Trial Language Intervention During COVID-19

2022 ◽  
Vol 12 ◽  
Author(s):  
Ola Ozernov-Palchik ◽  
Halie A. Olson ◽  
Xochitl M. Arechiga ◽  
Hope Kentala ◽  
Jovita L. Solorio-Fielder ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
The United States ◽  
Language Intervention ◽  
Developmental Research ◽  
Randomized Controlled ◽  
Diverse Backgrounds ◽  
Fourth Grade Students ◽  
Age Range

Intervention studies with developmental samples are difficult to implement, in particular when targeting demographically diverse communities. Online studies have the potential to examine the efficacy of highly scalable interventions aimed at enhancing development, and to address some of the barriers faced by underrepresented communities for participating in developmental research. During the COVID-19 pandemic, we executed a fully remote randomized controlled trial (RCT) language intervention with third and fourth grade students (N = 255; age range 8.19–10.72 years, mean = 9.41, SD = 0.52) from diverse backgrounds across the United States. Using this as a case study, we discuss both challenges and solutions to conducting an intensive online intervention through the various phases of the study, including recruitment, data collection, and fidelity of intervention implementation. We provide comprehensive suggestions and takeaways, and conclude by summarizing some important tradeoffs for researchers interested in carrying out such studies.

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