You are here:

Exploring the Outcomes of a Novel Computer-Assisted Treatment Program Targeting Expressive-Grammar Deficits in Preschoolers with SLI
ARTICLE

, ,

Journal of Communication Disorders Volume 44, Number 3, ISSN 0021-9924

Abstract

Purpose: The impact of a newly designed computer-assisted treatment ("C-AT") program, "My Sentence Builder", for the remediation of expressive-grammar deficits in children with specific language impairment (SLI) was explored. This program was specifically designed with features to directly address expressive-grammar difficulties, thought to be associated with hypothesized deficits in verbal working memory (VWM). Method: Thirty-four preschoolers with deficits in expressive-grammar morphology participated. Using the randomization procedure of consecutive sampling, participants were recruited. Twenty-two participants were consecutively assigned to one of two treatment groups, "C-AT" or non "C-AT" ("nC-AT"). The "nC-AT" utilized conventional language stimulation procedures containing features which have been traditionally used to address expressive-grammar deficits. A group of equivalent children awaiting treatment and chosen from the same sample of children as the treatment participants served as a control group. Blind assessments of outcomes were completed pre-, post-, and 3-months post-treatment in a formal and informal context. Results: "C-AT" and "nC-AT" participants significantly outperformed controls pre-to-post to 3-months post-treatment in both assessment contexts. No significant differences in treatment gains were found between "C-AT" and "nC-AT." Conclusion: Results suggested that treatments designed to directly address expressive-grammar deficits were better than no treatment for preschool SLI. Further, use of a "C-AT" program may be another feasible treatment method for this disorder population. Learning outcomes: As a result of this activity, the reader will recognize that: (1) expressive-grammar treatment is better than no treatment for immediate and continued language growth, (2) use of a "C-AT" program containing specific features designed to directly address expressive-grammar deficits is another viable, but not necessarily a better treatment option for the remediation of expressive-grammar deficits in preschool children with SLI, and (3) different outcome contexts yield distinct yet equally important findings about growth in children's expressive-grammar skills with treatment. (Contains 3 figures and 1 table.)

Citation

Washington, K.N., Warr-Leeper, G. & Thomas-Stonell, N. (2011). Exploring the Outcomes of a Novel Computer-Assisted Treatment Program Targeting Expressive-Grammar Deficits in Preschoolers with SLI. Journal of Communication Disorders, 44(3), 315-330. Retrieved January 29, 2023 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords