Child Language Teaching and Therapy

The primary purpose of this study was to establish whether contrasting teaching methods had an effect on performance accuracy in the recall of graphic symbols. The secondary purpose was to establish whether the iconicity of symbols had an effect on performance accuracy. A direct symbol-teaching method and a contextual symbol-teaching method were investigated using a total of 72 Picture Communication Symbols (PCSs; Johnson, 1985). Fourteen children with physical disabilities and additional learning difficulties took part in the study. Ten participants had little or no functional speech. The results showed that, averaging across all other factors, the direct-teaching method produced better results than the contextual-teaching method and that performance accuracy was greater with transparent symbols. Results also showed a significant interaction between the direct-teaching method and translucent/opaque symbols. Further analysis of the descriptive data suggests that age, rather than educational or language ability, was a significant factor. Implications for augmentative and alternative communication (AAC) practices are discussed.

The ability to define a word with accuracy and precision is an important skill that has been associated with academic achievement. This study investigated the feasibility of conducting a lesson on formal word definitions to improve children’s definitional production. The participants were 18 children in grade 4 (mean age: 9 years; 8 months) who were delayed readers by one grade level. Initially, the children wrote definitions for high- and lower-frequency nouns and verbs. Subsequently, a definitional lesson was delivered, which focused on the formal structure of noun and verb definitions and accuracy/precision of meaning. Lastly, the children were given a written post-test, which also contained high- and lower-frequency nouns and verbs. Words were controlled for frequency, imageability, difficulty, and familiarity. Noun and verb definitions were coded and scored for level of structure (form). Nouns were coded and scored for content (expressed meaning). Results indicated that post-test scores were significantly higher for form for nouns and verbs. For content, noun scores were significantly higher in post-test. Findings indicated that a one-time lesson on formal definitional production can positively influence children’s definitions. Limitations of the study and future research ideas are discussed.

This study investigated the effects of introducing the Picture Exchange Communication System (PECS) on the frequency of requesting and commenting and the length of verbal utterances of two children with autism spectrum disorder (ASD) who presented with some spoken language, but limited use of language in communicative exchanges. A mixed research design was used, including a quantitative component — a single-subject multiple-baseline design (MBD) across three behaviours, repeated with two participants — and a qualitative component. Data was collected in the PECS pre-training, training, post-training and follow-up stages, in both structured and unstructured settings. The quantitative data was visually represented and analysed to determine the effectiveness of the PECS. The qualitative component investigated the impact of the PECS on other areas (e.g. communication profile, speech complexity and pragmatic skills), and included parent and educator perspectives. Both participants benefited from the introduction of PECS. The findings indicated highly effective treatment for requesting and mixed results for commenting and length of verbal utterances. There were considerable increases in intentional communicative acts (ICAs) for both participants, with marked increases in requesting (function) and the development of forms of communication (from augmentation of speech with pictures to speech only utterances). Clinical, educational and research implications were raised.

Little research to date explores parental experiences of early intervention. This study uses action research over a six-month period to explore the expectations and experiences of parents whose children attended an early-intervention group for speech/language impairments. This intervention programme was facilitated by a speech and language therapist and a psychologist and took place in the West of Ireland. Two focus groups were conducted with the parents of these children: one pre-intervention and one post-intervention. The focus groups were facilitated by two of the authors who were unfamiliar to the participants. Following each focus group, a summary of themes that emerged from the discussion was discussed with the clinical staff. Two changes were subsequently implemented: the timing of the group and clarification of parents’ roles. Thematic network analysis was conducted in accordance with the processes outlined by Attride-Stirling (2001). Three global themes of progress, uncertainty and dissatisfaction emerged from the analysis pre- and post-intervention. In addition the global theme of certainty emerged pre-therapy and the global theme of satisfaction emerged post-therapy. The findings of this study highlight the importance of both service users and clinical staff co-constructing a shared frame of reference so that they can engage more fully in the therapy process.

Nine preschool and school-age language assessment tools found to have acceptable levels of identification accuracy were evaluated to determine their overall levels of psychometric validity for use in diagnosing the presence/absence of language impairment. Eleven specific criteria based on those initially devised by McCauley and Swisher (1984) were applied to each of the selected tests in order to determine each test’s overall level of psychometric validity. Results indicated that each of the selected assessment tools met at least eight of the 11 criteria used to evaluate each assessment tool. Five tests met 10 out of 11 criteria. Findings are discussed to assist clinicians in applying psychometric criteria to these selected tests, as well as those not reviewed as part of this current review of standardized assessment tools. A decision tree is included within the discussion of this study’s findings to aid clinicians in the selection of standardized assessment tools that are most appropriate for clinical use, based on their psychometric characteristics.