Teaching little kids big sentences: A randomized controlled trial showing that children with DLD respond to complex syntax intervention embedded within the context of preschool/kindergarten science instruction
Teaching little kids big sentences: A randomized controlled trial showing that children with DLD respond to complex syntax intervention embedded within the context of preschool/kindergarten science instruction
复制标题
教小孩子大句子：一项随机对照试验表明，患有 DLD 的儿童对学前/幼儿园科学教学背景下的复杂语法干预有反应
DOI：
10.1111/1460-6984.12882
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发表时间：
2023
影响因子：
2.4
通讯作者：
McGregor, Karla K.
中科院分区：
文献类型：
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作者：
Owen Van Horne, Amanda J.;Curran, Maura;Cook, Susan Wagner;Cole, Renée;McGregor, Karla K.
科学课程的语言是复杂的，即使在低年级也是如此。为了交流他们的科学观察，孩子们必须创造复杂的语法，特别是补语从句（例如，我认为它会漂浮；我们注意到它振动）。复杂的句法对患有发育性语言障碍（DLD）的儿童来说往往是一个挑战，因此他们的学习和科学交流可能会受到影响。目的：我们询问在科学课程背景下提供的重塑疗法是否会导致补语从句的使用和科学内容知识的增加。为了了解重塑疗法的效果，我们比较了接受一年级科学课程中嵌入的补语从句治疗的儿童在科学和语言知识方面的变化，以及两种主动控制条件（词汇+科学，语音意识+科学）。方法与程序在美国特拉华州进行了为期2年的单中心三臂平行随机对照试验。患有DLD的儿童，未满一年级且补语从句的准确性较低，符合条件。33名4-7岁的儿童参加了2018年和2019年的夏季（2020年因COVID - 19而取消）。我们采用1:1:1的伪随机分配方式（避免将兄弟姐妹放在一起）将参与者分配到各组。干预包括在为期4周的8个科学单元中进行39次小小组教学，包括重塑疗法、稳健词汇教学或语音意识干预，随后是2个科学单元（1周）的无语言干预教学。由未戴面具的评估员在营地前后3周收集前/后测量值。结果和结果主要结果测量是补语子句生成20项探测的准确性和10项10项单元测试的表现（8项科学+语言，2项仅科学）。31例患儿资料完整（语法组10例，主动对照组21例）；另外两人失踪，无法跟进。两组在科学+语言内容的科学单元测试中都取得了相似的成绩（前后对比，d= 2.9,p< 0.0001；组，p= 0.24）。语法组在后测试中在补语从句探测上的表现明显优于主动对照组（d= 2.5,p= 0.049），在纯科学单元测试上的表现略好（d= 2.5,p= 0.051）。结论与意义DLD儿童可以受益于嵌入在课程内容中的语言干预，并同时学习语言和科学目标。初步研究结果表明，对语法目标的治疗可能会提高学习成绩。这篇论文补充了什么关于这个问题我们已经知道，聚焦于形态学的重塑疗法是有效的，但非常耗时。治疗幼儿复杂句法有初步疗效数据。先前的研究提供了关于儿童结合其他信息学习语言目标的能力的混合证据。本研究补充的内容本研究提供了额外的数据，支持强化复杂句法重塑疗法对4-7岁发育性语言障碍儿童的疗效。它还提供了儿童可以同时学习语言目标和科学课程内容的数据。这项工作的临床意义是什么？作为slp，我们必须谈论一些提供语言治疗的东西；我们应该考虑讨论一下课程内容。以句法框架为重点的重铸治疗对幼儿有效。
BackgroundThe language of the science curriculum is complex, even in the early grades. To communicate their scientific observations, children must produce complex syntax, particularly complement clauses (e.g.,I think it will float;We noticed that it vibrates). Complex syntax is often challenging for children with developmental language disorder (DLD), and thus their learning and communication of science may be compromised.AimsWe asked whether recast therapy delivered in the context of a science curriculum led to gains in complement clause use and scientific content knowledge. To understand the efficacy of recast therapy, we compared changes in science and language knowledge in children who received treatment for complement clauses embedded in a first‐grade science curriculum to two active control conditions (vocabulary + science, phonological awareness + science).Methods & ProceduresThis 2‐year single‐site three‐arm parallel randomized controlled trial was conducted in Delaware, USA. Children with DLD, not yet in first grade and with low accuracy on complement clauses, were eligible. Thirty‐three 4–7‐year‐old children participated in the summers of 2018 and 2019 (2020 was cancelled due to COVID‐19). We assigned participants to arms using 1:1:1 pseudo‐random allocation (avoiding placing siblings together). The intervention consisted of 39 small‐group sessions of recast therapy, robust vocabulary instruction or phonological awareness intervention during eight science units over 4 weeks, followed by two science units (1 week) taught without language intervention. Pre‐/post‐measures were collected 3 weeks before and after camp by unmasked assessors.Outcomes & ResultsPrimary outcome measures were accuracy on a 20‐item probe of complement clause production and performance on ten 10‐item unit tests (eight science + language, two science only). Complete data were available for 31 children (10 grammar, 21 active control); two others were lost to follow‐up. Both groups made similar gains on science unit tests for science + language content (pre versus post,d= 2.9,p< 0.0001; group,p= 0.24). The grammar group performed significantly better at post‐test than the active control group (d= 2.5,p= 0.049) on complement clause probes and marginally better on science‐only unit tests (d= 2.5,p= 0.051).Conclusions & ImplicationsChildren with DLD can benefit from language intervention embedded in curricular content and learn both language and science targets taught simultaneously. Tentative findings suggest that treatment for grammar targets may improve academic outcomes.What this paper addsWhat is already known on the subjectWe know that recast therapy focused on morphology is effective but very time consuming. Treatment for complex syntax in young children has preliminary efficacy data available. Prior research provides mixed evidence as to children’s ability to learn language targets in conjunction with other information.What this study addsThis study provides additional data supporting the efficacy of intensive complex syntax recast therapy for children ages 4–7 with Developmental Language Disorder. It also provides data that children can learn language targets and science curricular content simultaneously.What are the clinical implications of this workAs SLPs, we have to talk about something to deliver language therapy; we should consider talking about curricular content. Recast therapy focused on syntactic frames is effective with young children.