The Efficacy of a Theoretically Motivated Past Tense Intervention for Early School-Aged Children with Developmental Language Disorder
| dc.contributor.author | Calder, Samuel David | |
| dc.contributor.supervisor | Mary Claessen | en_US |
| dc.contributor.supervisor | Suze Leitao | en_US |
| dc.date.accessioned | 2021-05-06T00:33:48Z | |
| dc.date.available | 2021-05-06T00:33:48Z | |
| dc.date.issued | 2021 | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/83445 | |
| dc.description.abstract |
This doctoral research evaluated the efficacy of a theoretically motivated intervention to improve past tense marking for early school-aged children with Developmental Language Disorder. A programmatic approach to clinical outcome testing was undertaken with a total of 30 children aged between 5;10 and 6;11 years. Intervention efficacy was demonstrated; however, theoretical predictions based on measures of memory status were not conclusive. Findings reflect the heterogeneity of Developmental Language Disorder as a clinical population. | en_US |
| dc.publisher | Curtin University | en_US |
| dc.title | The Efficacy of a Theoretically Motivated Past Tense Intervention for Early School-Aged Children with Developmental Language Disorder | en_US |
| dc.type | Thesis | en_US |
| dcterms.educationLevel | PhD | en_US |
| curtin.department | School of Occupational Therapy, Social Work and Speech Pathology | en_US |
| curtin.accessStatus | Open access | en_US |
| curtin.faculty | Humanities | en_US |
| curtin.contributor.orcid | Calder, Samuel David [0000-0001-6064-5837] | en_US |