Intervention for verb argument structure in children with persistent SLI: A Randomized control trial
Intervention for verb argument structure in children with persistent SLI: A Randomized control trial
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DOI：
10.1044/1092-4388(2007/093
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发表时间：
2007-10-01
影响因子：
2.6
通讯作者：
Dockrell, Julie E.
中科院分区：
文献类型：
--
作者：
Ebbels, Susan H.;van der Lely, Heather K. J.;Dockrell, Julie E.
目的：本研究旨在探讨2种理论动机干预措施是否能改善持续性特定语言障碍（SLI）小学生动词论元结构的使用。方法：27名SLI小学生（年龄11岁，0-16岁，1岁）参加了本随机对照试验，采用“盲法”评估。参与者被随机分配到3个治疗组中的I组：句法语义组、语义组和对照组。所有学生每周接受9次半小时的个人治疗。他们进行了评估，一个专门设计的视频测试pretherapy，posttherapy，并在follow-up.Results：小学生接受的句法语义和语义治疗取得了显着的进步（d > 1.0），这是保持在后续和广义控制动词。这两种疗法都改善了论点与句法的联系，句法语义疗法倾向于增加可选论点的使用。结论：两种论元结构治疗方法均有效。比较他们在特定领域的有效性导致的假设，学生的最初的困难与连接造成定义不清的语义表示，而他们有限的使用参数可能是由于句法困难。当治疗有理论基础时，它可以告知理论，有时间限制，并且对患有SLI的年龄较大的儿童有效。
Purpose: The authors aimed to establish whether 2 theoretically motivated interventions could improve use of verb argument structure in pupils with persistent specific language impairment (SLI).Method: Twenty-seven pupils with SLI (ages 11;0-16;1) participated in this randomized controlled trial with "blind" assessment. Participants were randomly assigned to I of 3 therapy groups: syntactic-semantic, semantic, and control. All pupils received 9 weekly half-hour individual therapy sessions. They were assessed on a specifically designed video test pretherapy, posttherapy, and at follow-up.Results: Pupils receiving the syntactic-semantic and semantic therapies made significant progress (d > 1.0), which was maintained at follow-up and generalized to control verbs. Both therapies improved linking of arguments to syntax, and the syntactic-semantic therapy tended to increase use of optional arguments. Pupils receiving the control therapy made no progress.Conclusion: Both methods of argument structure therapy were effective. Comparisons of their effectiveness in specific areas led to the hypotheses that the pupils' initial difficulties with linking resulted from ill-defined semantic representations, whereas their limited use of arguments may have resulted from syntactic difficulties. When therapy is theoretically grounded, it can inform theories, be time limited, and be effective for older children with SLI.