Cognitive and Linguistic Effects of Narrative-Based Language Intervention in Children with Developmental Language Disorder

Autor/inn/en	Pauls, Laura J.; Archibald, Lisa M. D.
Titel	Cognitive and Linguistic Effects of Narrative-Based Language Intervention in Children with Developmental Language Disorder
Quelle	In: Autism & Developmental Language Impairments, 6 (2021), (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archibald, Lisa M. D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/23969415211015867
Schlagwörter	Language Impairments; Children; Preadolescents; Intervention; Program Effectiveness; Language Skills; Syntax; Grammar; Oral Language; Story Reading; Story Telling; Sentences; Clinical Evaluation of Language Fundamentals; Wechsler Abbreviated Scale of Intelligence; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Language skill; Sprachkompetenz; Grammatik; Oral interpretation; Mündlicher Sprachgebrauch; Sentence analysis; Satzanalyse
Abstract	Background and aims: Narrative-based language intervention provides a naturalistic context for targeting overall story structure and specific syntactic goals in children with Developmental Language Disorder (DLD). Given the cognitive demands of narratives, narrative-based language intervention also has the potential to positively impact related abilities such as working memory and academic skills. Methods: Ten children (8-11 years old) with DLD completed 15 sessions of narrative-based language intervention. Results: Results of single subject data revealed gains in language for five participants, four of whom improved on a probe tapping working memory. An additional four participants improved on a working memory probe only. On standardized measures, clinically significant gains were noted for one additional participant on a language measure and one additional participant on a visuospatial working memory. Carry over to reading was noted for three participants and to math for one participant. Across measures, gains in both verbal and visuospatial working memory were common. A responder analysis revealed that improvement in language may be associated with higher verbal short-term memory and receptive language at baseline. Those with working memory impairments were among those showing the fewest improvements across measures. Conclusions: Narrative-based language intervention impacted verbal skills in different ways across individual children with DLD. Implications: Further research is needed to gain an understanding of who benefits most from narrative-based language intervention. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01