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    The effectiveness of two grammar treatment procedures for children with SLI: A randomized clinical trial

    234378_234378.pdf (954.5Kb)
    Access Status
    Open access
    Authors
    Smith-Lock, K.
    Leitao, Suze
    Prior, P.
    Nickels, L.
    Date
    2015
    Type
    Journal Article
    
    Metadata
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    Citation
    Smith-Lock, K. and Leitao, S. and Prior, P. and Nickels, L. 2015. The effectiveness of two grammar treatment procedures for children with SLI: A randomized clinical trial. Language, Speech, and Hearing Services in Schools. 46 (4): pp. 312-324.
    Source Title
    Language, Speech, and Hearing Services in Schools
    DOI
    10.1044/2015_LSHSS-14-0041
    ISSN
    0161-1461
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/46184
    Collection
    • Curtin Research Publications
    Abstract

    Purpose: This study compared the effectiveness of two grammar treatment procedures for children with specific language impairment. Method: A double-blind superiority trial with cluster randomization was used to compare a cueing procedure, designed to elicit a correct production following an initial error, to a recasting procedure, which required no further production. Thirty-one 5-year-old children with specific language impairment participated in 8 small group, classroom-based treatment sessions. Fourteen children received the cueing approach and 17 received the recasting approach. Results: The cueing group made significantly more progress over the 8-week treatment period than the recasting group. There was a medium–large treatment effect in the cueing group and a negligible effect size in the recasting group. The groups did not differ in maintenance of treatment effects 8 weeks after treatment. In single-subject analyses, 50% of children in the cueing group and 12% in the recasting group showed a significant treatment effect. Half of these children maintained the treatment effect 8 weeks later. Conclusion: Treatment that used a structured cueing hierarchy designed to elicit a correct production following a child’s error resulted in significantly greater improvement in expressive grammar than treatment that provided a recast following an error.

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