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A Comparison of the Storage-Only Deficit and Joint Mechanism Deficit Hypotheses of the Verbal Working Memory Storage Capacity Limitation of Children with Developmental Language Disorder
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In: Communicative Disorders and Deaf Education Faculty Publications (2019)
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| 2 |
Cultural adaptation of the Test of Narrative Language (TNL) into Brazilian Portuguese
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In: Communicative Disorders and Deaf Education Faculty Publications (2016)
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| 3 |
“Whatdunit?” Developmental changes in children's syntactically based sentence interpretation abilities and sensitivity to word order
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In: Communicative Disorders and Deaf Education Faculty Publications (2015)
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| 4 |
Content andForm Interactions in the Narratives of Children with Specific Language Impairment
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In: Communicative Disorders and Deaf Education Faculty Publications (2011)
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| 5 |
The Effects of Literate Narrative Intervention on Children with Neurologically Based Language Impairments: An Early State Study
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 6 |
Bilingual Performanceon Nonword Repetition in Spanish and English
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 7 |
Speaking Rate Characteristicsof Elementary-School-Aged Children Who Do and Do not Stutter
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 8 |
What YouHear and What You Say: Language Performance in Early Sequential Spanish EnglishBilinguals
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 9 |
Language Sample Measures andLanguage Ability in Spanish English Bilingual Kindergarteners
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In: Communicative Disorders and Deaf Education Faculty Publications (2010)
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| 10 |
The Expressive Elaboration of Imaginative Narratives by Children with Specific Language Impairment.
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In: Communicative Disorders and Deaf Education Faculty Publications (2009)
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| 11 |
The Effects of Fast ForWord-Language on the Phonemic Awareness and Reading Skills of School-Age Children with Language Impairments and Poor Reading Skills.
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In: Communicative Disorders and Deaf Education Faculty Publications (2009)
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| 12 |
Language Intervention Practices with School-Age Children with Spoken Language Disorders: A Systematic Review.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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| 13 |
Noun Phrase Elaboration in Children’s Spoken Stories.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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| 14 |
The Efficacy of Fast ForWord-Language Intervention in School-Age Children with Language Impairment: A Randomized Clinical Trial.
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In: Communicative Disorders and Deaf Education Faculty Publications (2008)
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Abstract:
Purpose: A randomized controlled trial was conducted to compare the language and auditory processing outcomes of children assigned to receive the Fast ForWord Language intervention (FFW-L) with the outcomes of children assigned to nonspecific or specific language intervention comparison treatments that did not contain modified speech. Method: Two hundred sixteen children between the ages of 6 and 9 years with language impairments were randomly assigned to 1 of 4 conditions: (a) Fast ForWord Language (FFW-L), (b) academic enrichment (AE), (c) computer-assisted language intervention (CALI), or (d) individualized language intervention (ILI) provided by a speech-language pathologist. All children received 1 hr and 40 min of treatment, 5 days per week, for 6 weeks. Language and auditory processing measures were administered to the children by blinded examiners before treatment, immediately after treatment, 3 months after treatment, and 6 months after treatment. Results: The children in all 4 conditions improved significantly on a global language test and a test of backward masking. Children with poor backward masking scores who were randomized to the FFW-L condition did not present greater improvement on the language measures than children with poor backward masking scores who were randomized to the other 3 conditions. Effect sizes, analyses of standard error of measurement, and normalization percentages supported the clinical significance of the improvements on the Comprehensive Assessment of Spoken Language (E. Carrow-Woolfolk, 1999). There was a treatment effect for the Blending Words subtest of the Comprehensive Test of Phonological Processing (R. K. Wagner, J. K. Torgesen, & C. A. Rashotte, 1999). Participants in the FFW-L and CALI conditions earned higher phonological awareness scores than children in the ILI and AE conditions at the 6-month follow-up testing. Conclusion: Fast ForWord Language, the intervention that provided modified speech to address a hypothesized underlying auditory processing deficit, was not more effective at improving general language skills or temporal processing skills than a nonspecific comparison treatment (AE) or specific language intervention comparison treatments (CALI and ILI) that did not contain modified speech stimuli. These findings call into question the temporal processing hypothesis of language impairment and the hypothesized benefits of using acoustically modified speech to improve language skills. The finding that children in the 3 treatment conditions and the active comparison condition made clinically relevant gains on measures of language and temporal auditory processing informs our understanding of the variety of intervention activities that can facilitate development.
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Keyword:
AuditoryPprocessing; Clinical Trial; Communication Sciences and Disorders; Fast Forword-Language Intervention; Speech Pathology and Audiology
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URL: https://digitalcommons.usu.edu/comd_facpub/43
http://jslhr.asha.org/cgi/content/abstract/51/1/97
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| 15 |
Retelling a Script-Based Story: Do Children with and without Language Impairments Focus on Script and Story Elements?
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In: Communicative Disorders and Deaf Education Faculty Publications (2007)
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| 16 |
The Role of Clinical Judgments of Modifiabilityin the Diagnosis of Language Impairment
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In: Communicative Disorders and Deaf Education Faculty Publications (2007)
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| 17 |
Making Evidence-Based Decisions about Child Language Intervention in Schools.
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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| 18 |
The Index of Narrative Micro-Structure (INMIS): A Clinical Tool for Analyzing School-Age Children’s Narrative Performance.
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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| 19 |
Training in Phonological AwarenessGeneralizes to Phonological Working Memory: A Preliminary Investigation
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In: Communicative Disorders and Deaf Education Faculty Publications (2006)
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| 20 |
An Investigation of Speech Perception in Children with SLI on a Continuum of Formant Transition Duration.
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In: Communicative Disorders and Deaf Education Faculty Publications (2005)
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