Individual Versus Small Group Treatment of Morphological Errors for Children With Developmental Language Disorder

Purpose: This study examines the effects of enhanced conversational recast for treating morphological errors in preschoolers with developmental language disorder. The study assesses the effectiveness of this treatment in an individual or group (n = 2) setting and the possible benefits of exposing a child to his or her partner's treatment target in addition to his or her own. Method: Twenty children were assigned to either an individual (n = 10) or group (n = 10, 2 per group) condition. Each child received treatment for 1 morpheme (the target morpheme) for approximately 5 weeks. Children in the group condition had a different target from their treatment partner. Pretreatment and end treatment probes were used to compare correct usage of the target morpheme and a control morpheme. For children in the group condition, the correct usage of their treatment partner's target morpheme was also examined. Results: Significant treatment effects occurred for both treatment conditions only for morphemes treated directly (target morpheme). There was no statistically significant difference between the treatment conditions at the end of treatment or at follow-up. Children receiving group treatment did not demonstrate significant gains in producing their partner's target despite hearing the target modeled during treatment. Conclusions: This study provides the evidence base for enhanced conversational recast treatment in a small group setting, a treatment used frequently in school settings. Results indicate the importance of either attention to the recast or expressive practice (or both) to produce gains with this treatment.acceptedVersio

The Effect of Exemplar Variability in the Treatment of Functional Speech Sound Disorders

Purpose: This study examined the effect of high- vs. low-exemplar variability practice in the treatment of functional speech sound disorders in children. Method: Sixteen children with dual diagnoses of functional speech sound disorders and developmental language disorder received treatment for their speech sound errors. Treatment targeted a singleton speech sound in word-initial position, five-days per week during a six-week summer language program. Half of the children practiced their speech sound target in 24 unique words (high-exemplar variability practice condition) and the other half practiced production of their speech sound target in six unique words repeated four times each (low-exemplar variability practice condition). Generalization probes were used to measure speech sound target learning. Results: Both the high-variability and low-variability conditions produced significant change in the children’s use of their speech sound target posttreatment. No statistical difference was found between conditions; however, the low-variability condition evidenced slightly larger gains. Conclusion: Differences in exemplar variability practice did not significantly influence treatment outcomes for children with functional speech sound disorders. Daily treatment sessions of short duration are a viable service-delivery model for the treatment of functional speech sound disorders

Individual Versus Small Group Treatment of Morphological Errors for Children With Developmental Language Disorder

Purpose: This study examines the effects of enhanced conversational recast for treating morphological errors in preschoolers with developmental language disorder. The study assesses the effectiveness of this treatment in an individual or group (n = 2) setting and the possible benefits of exposing a child to his or her partner's treatment target in addition to his or her own. Method: Twenty children were assigned to either an individual (n = 10) or group (n = 10, 2 per group) condition. Each child received treatment for 1 morpheme (the target morpheme) for approximately 5 weeks. Children in the group condition had a different target from their treatment partner. Pretreatment and end treatment probes were used to compare correct usage of the target morpheme and a control morpheme. For children in the group condition, the correct usage of their treatment partner's target morpheme was also examined. Results: Significant treatment effects occurred for both treatment conditions only for morphemes treated directly (target morpheme). There was no statistically significant difference between the treatment conditions at the end of treatment or at follow-up. Children receiving group treatment did not demonstrate significant gains in producing their partner's target despite hearing the target modeled during treatment. Conclusions: This study provides the evidence base for enhanced conversational recast treatment in a small group setting, a treatment used frequently in school settings. Results indicate the importance of either attention to the recast or expressive practice (or both) to produce gains with this treatment