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dc.contributor.authorSmith-Lock, K.
dc.contributor.authorLeitao, Suze
dc.contributor.authorPrior, P.
dc.contributor.authorNickels, L.
dc.date.accessioned2017-01-30T15:25:38Z
dc.date.available2017-01-30T15:25:38Z
dc.date.created2015-12-10T04:25:51Z
dc.date.issued2015
dc.identifier.citationSmith-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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/46184
dc.identifier.doi10.1044/2015_LSHSS-14-0041
dc.description.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.

dc.titleThe effectiveness of two grammar treatment procedures for children with SLI: A randomized clinical trial
dc.typeJournal Article
dcterms.source.volume46
dcterms.source.number4
dcterms.source.startPage312
dcterms.source.endPage324
dcterms.source.issn0161-1461
dcterms.source.titleLanguage, Speech, and Hearing Services in Schools
curtin.departmentSchool of Psychology and Speech Pathology
curtin.accessStatusOpen access


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