Effectiveness of intervention for grammar in school-aged children with primary language impairments: A review of the evidence

This article summarizes the evidence as regards the effectiveness of therapy for grammar for school-aged children with language impairments. I first review studies focusing on specific areas of grammar (both expressive and receptive targets) and then studies aiming to improve language more generally, several of which focus more on the effectiveness of different methods of delivery. I conclude that while there is a growing body of evidence in this area, there are still many gaps. The most concerning gap is the small amount of evidence of effectiveness of intervention for children with receptive as well as expressive language impairments. The evidence to date seems to indicate that these children need specialist, intensive help in order to make progress with their language. Further research is also needed to consider the relative impact of different types of interventions (or their combination) on children of different ages and with different language profiles, including establishing the most effective and/or cost-effective methods of delivery of these interventions

Investigation into the effectiveness of electropalatography in treating persisting speech sound disorders in adolescents with co-occurring developmental language disorder

This study aimed to assess the effectiveness of Electropalatography (EPG) intervention in targeting specific phonemes/words in seven adolescents aged 14:10–18:06 with co-occurring speech sound and language disorders. Progress on individualised targets versus controls was evaluated following intervention undertaken as part of the participants’ usual speech and language therapy provision. As a group, the participants showed significantly greater progress on their targets than controls, indicating that the EPG intervention was effective. However, performance varied between participants, targets and school terms. Factors that may have influenced the effectiveness of intervention include spending more time on targets and focusing on a specific phoneme. Overall, the results suggest EPG should be considered as an intervention approach for this client group, even in the late teenage years

Lensed galaxies in Abell 370 I. Modeling the number counts and redshift distribution of background sources

We present new observations of the cluster-lens Abell 370: a deep HST/WFPC2 F675W image and ESO 3.6m spectroscopy of faint galaxies. These observations shade new lights on the statistical properties of faint lensed galaxies. In particular, we spectroscopically confirm the multiple image nature of the B2--B3 gravitational pair (Kneib et al. 1993), and determine a redshift of z=0.806 which is in very good agreement with earlier predictions. A refined mass model of the cluster core (that includes cluster galaxy halos) is presented, based on a number of newly identified multiple images. Following Bezecourt et al. (1998a), we combine the new cluster mass model with a spectrophotometric prescription for galaxy evolution to predict the arclets number counts and redshift distribution in the HST image. In particular, the ellipticity distribution of background sources is taken into account, in order to properly estimate the statistical number and redshift distribution of arclets. We show that the redshift distribution of arclets, and particularly its high redshift tail can be used as a strong constraint to disentangle different galaxy evolution scenario. A hierarchical model which includes a number density evolution is favored by our analysis. Finally, we compute the depletion curves in the faint galaxies number counts and discuss its wavelength dependence.Comment: 10 pages, Astronomy and Astrophysics in pres

Effectiveness of intervention with visual templates targeting tense and plural agreement in copula and auxiliary structures in school-aged children with complex needs: a pilot study

This pilot study aims to evaluate the effectiveness of a school-based intervention using visual strategies for improving accurate use of auxiliary and copula marking in singular and plural, past and present tense by students with moderate learning disability and complex needs. Eleven students, aged 10–14 years, in a specialist school based in the UK, participated in the study. A within participants design was used which included testing at baseline, pre- and post-intervention to consider progress with intervention as compared with progress during a baseline period of similar length. The experimental intervention consisted of eight, bi-weekly, 20 minute sessions, over a four week period, in small groups, in a classroom setting. Half of the participants focused on the auxiliary and half on the copula, but all were tested on both. Techniques included the use of visual templates and rules (the Shape CodingTM system) to support explicit instruction. Eight participants made greater progress during the intervention term than during the baseline term and this was significant at a group level (d = 0.92). A comparison of progress to zero was not significant during the baseline period (d = 0.15) but was during the intervention period (d = 1.07). Progress also appeared to generalise from the targeted to non-targeted structure. This pilot study therefore provides preliminary evidence that older students with complex needs can make progress with morphology when intervention includes explicit instruction and visual templates and that generalisation may be observed

Evaluating the effectiveness of therapy based around Shape Coding to develop the use of regular past tense morphemes in two children with language impairments

It has been suggested that difficulties with tense and agreement marking are a core feature of language impairment. Hence, studies are required that analyse the effectiveness of intervention in this area, including consideration of whether changes seen in therapy sessions generalize to spontaneous speech. This study assessed the effectiveness of therapy based around Shape Coding in developing the use of the regular past tense morpheme -ed in two school-aged children with language impairments. It also considered whether participants benefited from additional generalization therapy in order to start using target forms in their spontaneous speech. The former was assessed using a sentence completion task and the latter by a conversational task with blind assessors. One participant improved markedly in sentence completion but did not gain in the conversation task until after the generalization therapy. The other made more modest gains on the sentence completion task and seemed to generalize to the conversation task without recourse to the generalization therapy. Larger studies are required to confirm these interpretations and to determine whether they are applicable to the wider population of children with language impairments

Effectiveness of vocabulary intervention for older children with (developmental) language disorder

BACKGROUND: Children with developmental language disorder (DLD) frequently have difficulties with word learning and understanding vocabulary. For these children, this can significantly impact on social interactions, daily activities and academic progress. Although there is literature providing a rationale for targeting word learning in such children, there is little evidence for the effectiveness of specific interventions in this area for children with identified DLD. AIMS: To establish whether direct one-to-one intervention for children with DLD over 9 years of age leads to improved abilities to identify, comprehend, define, and use nouns and verbs targeted in intervention as compared with non-targeted control items and whether or not the participants’ rating of their own knowledge of the words changes with intervention. METHODS & PROCEDURES: Twenty-five children and young people with language disorder (aged 9;4–16;1) participated in the study: 18 with DLD and seven with a language disorder associated with autism spectrum disorder (ASD). Two assessments of different levels were created: a higher ability (less frequent words) and a lower ability (more frequent words). Participants’ speech and language therapists (SLTs) decided which level would be the most appropriate for each participant. Four tasks were carried out as part of the assessment and the scores were used to identify which words each participant worked on. Participants received one 30-min session per week one-to-one with their own SLT for 7 weeks, plus a 5-min revision session in between each main session. During each of the first five sessions, participants learned two new words; the two final sessions were spent revising the 10 words which had been targeted. OUTCOMES & RESULTS: Post-intervention assessment showed an increase in scores for both treated and control words. However, progress on treated words was significantly greater than on control words (d = 1.07), indicating effectiveness of intervention. The difference between progress on targeted and control words was found both for nouns (d = 1.29) and verbs (d = 0.64), but the effect size was larger for nouns. Whether or not the participants had an associated ASD did not affect the results. The children's self-rating of their knowledge of the targeted words was also significantly higher than for control words post-intervention. CONCLUSIONS & IMPLICATIONS: The intervention delivered one-to-one by the participants’ usual SLT was effective in teaching new vocabulary to older children with language disorders. This shows that older children with language disorders can make progress with direct one-to-one intervention focused on vocabulary

The effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder

BACKGROUND AND AIMS: Little evidence exists for the effectiveness of intervention for older adolescents and young adults with language disorders, particularly for those over 16 years. This study involves college-aged students aged 16–19 years with Language Disorder and Word-Finding Difficulties and investigates whether progress in word finding following 1:1 semantic intervention is greater than progress during a baseline period as measured by a standardised test. METHODS: Twenty-five college-aged students (20 males and 5 females) with Language Disorder and Word-Finding Difficulties (aged 16;4–18;4 years) participated in a single baseline design study comparing progress on the Test of Adolescent and Adult Word Finding during an intervention period with progress during a baseline period of equal length. Intervention was focused on semantics of different words from those in the Test of Adolescent and Adult Word Finding and was delivered 1:1 by the participants’ usual Speech and Language Therapist, 30 minutes per week, for eight weeks. RESULTS: The participants made significant progress in raw score on the Test of Adolescent and Adult Word Finding during both the baseline (d = 1.4) and intervention (d = 2.5) periods, but progress during the intervention period was significantly greater than during the baseline period (d = 1.16). Individual data showed reliable change for five participants during the baseline period and for 20 participants during the intervention period. At the start of the study, all participants had standard scores below 85, but after intervention, 10/25 participants scored above 85. CONCLUSIONS: Four hours of semantic intervention led to significantly greater gains on a standardised test of word finding than during a baseline period of equal length in 16–19 year olds with Language Disorder and Word-Finding Difficulties. The words in the standardised test had not been included in the intervention, indicating generalised gains. IMPLICATIONS: This study shows that intervention (at least for Word-Finding Difficulties) can be effective for this older age group of college-aged students with Language Disorder and therefore the effectiveness of Speech and Language Therapy services for this age group in a wider range of areas of language should also be investigated