A Complexity Approach to Treatment of Tense and Agreement Deficits: A Case Study

Anda, Stephanie De; Blossom, Megan; Abel, Alyson D.

doi:10.1177/1525740118822477

Cited by 5 publications

(1 citation statement)

References 28 publications

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“…These are generally considered one of the nuclear symptoms of this disorder 7 . In addition, there are children with SLI who are characterized by only demonstrating difficulties in grammatical aspects 8 .…”

Section: Introductionmentioning

confidence: 99%

Grammar intervention in children with specific language impairment: an integrative literature review

2019

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Aim: to review the literature reporting grammar-based interventions designed to improve morphosyntactic skills among children with specific language impairment (SLI). Methods: several studies reporting grammar-based interventions were analyzed. The criteria for selecting the articles were determined as follows: a) publication date within the last ten years; b) studies that reported a grammar-based intervention; c) groups of study constituted by children with SLI, aged 3.0 to 12.0 years; d) design including Pre and Post measures; e) articles reporting quantitative/qualitative data analyses. The databases selected for this review were: Lilacs, PubMed, Embase, Scopus, ISI-Web of Science, and EBSCOhost. Results: most studies reported interventions focused on expressive grammar, providing no particular details about the specific grammar contents considered. Interventions usually consisted of implicit approaches implemented as individual therapy. Studies reported children with SLI as generally improving on intervened skills. Conclusion: all of the grammar-based intervention programs described in the selected studies, seemed to be equally adequate when working with children with SLI.

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Section: Introductionmentioning

confidence: 99%

Grammar intervention in children with specific language impairment: an integrative literature review

2019

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Cross-Morpheme Generalization Using a Complexity Approach in School-Age Children

Anda

Blossom

Abel

2020

J Speech Lang Hear Res

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Purpose This single-case study examines a complexity approach to target selection in grammatical intervention in three children with varying levels of mastery of tense and agreement. Specifically, we examine whether targeting a complex tense and agreement grammatical structure (auxiliary BE in questions) leads to generalization to other less complex and related tense and agreement markers (auxiliary BE in declaratives, copula BE, third-person singular – s , and past tense – ed ). Method Three children (all boys; aged 5;5–9;7 [years;months]) with deficits in morphosyntax were enrolled in a treatment program targeting a complex grammatical structure (auxiliary BE in questions) following collection of multiple baselines. Children's performance on the complex structure and related tense and agreement markers were tracked before, during, and after the intervention across three different tasks. Results Results show that, despite its grammatical complexity, the target was elicited in all three children with incomplete mastery of the tense and agreement system. Furthermore, all children demonstrated generalization to expressive language by increasing their mean length of utterance by approximately one morpheme during spontaneous language production following intervention. All children demonstrated individual patterns of generalization to other tense and agreement structures not targeted during intervention. Conclusions These functional changes observed following intervention set the stage for future controlled studies to establish a stronger cause–effect relation. Taken together, this study contributes to an emerging body of work showing that complex grammatical targets may be used in intervention earlier than previously thought.

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Pilot Results for ECoLoGiC-Tx: A New Conversation-Level Intervention Improving Language in People With Moderate to Severe Aphasia

Leaman,

Edmonds

2024

Am J Speech Lang Pathol

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Purpose: This study reports pilot data for a novel intervention, ECoLoGiC-Tx, delivered to four people with moderate to severe aphasia. ECoLoGiC-Tx addresses language and communication in unstructured, participant-led conversation. The speech-language pathologist (SLP) uses a framework to choose turns that facilitate a social interaction. When communication breakdown occurs, the SLP implements a least-to-most hierarchy to maximize the people with aphasia's (PWA's) independence in self-repair. ECoLoGiC-Tx draws its theoretical underpinnings from conversation analysis and theories of rehabilitation, including principles of complexity, neuroplasticity, and learning. Method: Four PWA attended 60-min sessions twice weekly for 10 weeks. Assessment occurred at pretreatment, posttreatment, and 6-week maintenance. Outcomes included established discourse measures for conversation and monologue, tests of language and functional communication, and patient-/family-reported outcome measures (P/FROMs). Discourse samples were collected three times per assessment. Interrater reliability and fidelity for assessment and treatment procedures are reported. Results: Participants presented with Broca's aphasia (one moderate, one severe) or conduction aphasia (one moderate, one severe). Each demonstrated improvements in discourse, test batteries, and P/FROMs. They all demonstrated reduced aphasia severity measured by the Western Aphasia Battery–Revised at posttreatment or maintenance. Change in conversation and monologue was robust for three participants, but was mixed for one person (P1: moderate Broca's aphasia). P/FROMs indicated improvement at posttreatment and maintenance for all participants. Most treatment gains were maintained at 6-week follow-up. Conclusions: This study provides promising results for ECoLoGiC-Tx to improve language function of people with chronic moderate to severe aphasia. Generalization occurred to tests, functional communication, spontaneous conversation, and structured monologue tasks.

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A Complexity Approach to Treatment of Tense and Agreement Deficits: A Case Study

Cited by 5 publications

References 28 publications

Grammar intervention in children with specific language impairment: an integrative literature review

Grammar intervention in children with specific language impairment: an integrative literature review

Cross-Morpheme Generalization Using a Complexity Approach in School-Age Children

Pilot Results for ECoLoGiC-Tx: A New Conversation-Level Intervention Improving Language in People With Moderate to Severe Aphasia

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