Evaluation of an Explicit Approach to Teach Grammatical Forms to Children with Language Impairment

对语言障碍儿童语法形式教学的明确方法的评估

• 批准号: 10651717
• 负责人: Lizbeth H Finestack
• 金额: $ 57.76万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-08-01 至 2026-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10651717
• 关键词: 6 year old; 8 year old; Adolescent; Awareness; Behavior Therapy; Child; Clinical; Clinical Services; Combined Modality Therapy; Communication impairment; Complex; Conscious; Decision Making; Development; Educational process of instructing; Evaluation; Individual; Instruction; Intervention; Language; Language Development; Language Development Disorders; Learning; Maintenance; Measures; Mission; Modeling; National Institute on Deafness and Other Communication Disorders; Outcome; Participant; Pattern; Performance; Phase; Prediction of Response to Therapy; Public Health; Randomized; Research; Research Design; Research Personnel; Sampling; School-Age Population; Sequential Multiple Assignment Randomized Trial; Standardization; Time; alternative treatment; comparative efficacy; comparison intervention; design; efficacy evaluation; efficacy study; executive function; experience; improved; innovation; language impairment; non-verbal; novel; personalized approach; personalized intervention; post intervention; randomized, clinical trials; skills; success; syntax; treatment duration; treatment group; treatment optimization; trial design

Project Summary The proposed study is a randomized clinical trial that uses a Sequential Multiple Assignment Randomized Trial (SMART) study design. The study will directly compare the efficacy of an innovative intervention that combines explicit and implicit approaches to a traditional implicit treatment approach to teach true grammatical forms to children with developmental language disorder (DLD). The study will also compare interventions that include sequences of Explicit- added and Implicit-only treatments. Participants will include 5- through 8-year-old children with DLD who present with significant grammatical weaknesses. In Phase 1, 155 participants will be randomized 1:1 to an Explicit-added treatment group or an Implicit-only treatment group. Each participant will complete 32 sessions targeting four unique grammatical forms (8 sessions/form). In Phase 2, “Masters” will be re-randomized to receive no treatment 32 sessions of the same treatment, or 32 sessions of the alternative treatment. “Non-Masters” will be re-randomized to receive 32 additional sessions of the same treatment or 32 sessions of the alternative treatment. Performance will be measured on acquisition, maintenance, and generalization probes obtained immediately,1-, 6-, and 12- months post-intervention. The SMART study design will be used to determine if child factors, including expressive and receptive language abilities, nonverbal IQ, and executive function skills can reliably predict the treatment sequence that optimizes language learning. Study results will help to determine the best sequence approach to ameliorate grammatical weaknesses, one of the core deficits of young children with language impairment.

项目总结

项目成果

Verbs Matter: A Tutorial for Determining Verb Difficulty.

动词很重要：确定动词难度的教程。

• DOI: 10.1044/2023_ajslp-22-00333
• 发表时间: 2023
• 期刊: American journal of speech-language pathology
• 影响因子: 2.6
• 作者: Finestack,LizbethH;Linert,Jamie;Ancel,Elizabeth;Hilliard,Lisa;Munson,Benjamin;Kuchler,Kirstin;Matthys,Olivia
• 通讯作者: Matthys,Olivia

Five Additional Evidence-Based Principles to Facilitate Grammar Development for Children With Developmental Language Disorder.

促进患有发展性语言障碍的儿童的语法发展的五项额外循证原则。

• DOI: 10.1044/2023_ajslp-23-00049
• 发表时间: 2024
• 期刊: American journal of speech-language pathology
• 影响因子: 2.6
• 作者: Finestack,LizbethH;Ancel,Elizabeth;Lee,HaeJi;Kuchler,Kirstin;Kornelis,Miriam
• 通讯作者: Kornelis,Miriam