Interactional style, elicitation strategies and language production in professional language intervention

Bruce, Barbro; Hansson, Kristina; Nettelbladt, Ulrika

doi:10.1177/0265659007080677

Cited by 7 publications

(10 citation statements)

References 15 publications

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“…All four had a history of DLD diagnosed by an SLT at or before age 4. The children took part in a longitudinal research project (Bruce et al, 2007, 2012). The background descriptions for the present study are from two points in time: at age 4–5 (time I) and at age 9–10 (time II).…”

Section: Methodsmentioning

confidence: 99%

“…Bruce et al (2007) studied how speech and language therapists (SLTs) adapt their interactional style in communication with preschool children with DLD in two different contexts: language training and free conversation. In the free conversation context, the children talked more and had a higher mean length of utterance, whereas the SLTs did not vary their amount of talk, or their number of questions between the two contexts.…”

Section: Introductionmentioning

confidence: 99%

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An exploratory study of verbal interaction between children with different profiles of DLD and their classroom teachers in educational dialogues

Bruce

Hansson²

2019

Child Language Teaching and Therapy

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Children with a history of developmental language disorder (DLD) entering school are a challenge for classroom teachers. Teachers are often not very familiar with DLD, and language difficulties in school age children are often not obvious in context-supported everyday language. However, their language is still vulnerable. The teachers’ way of talking with four children with DLD, two with predominantly production difficulties and stronger language comprehension and two with language comprehension difficulties were studied in two types of context, differing in their degree of structure. Variables for a quantitative analysis were number of words per minute and mean length of utterance (MLU) in words for both teachers and children, and the number of questions asked by the teacher. A qualitative analysis focused on identifying typical characteristics depending on context and the child’s type of difficulties. In both contexts the teachers talked more than the children, but the difference was smaller in the less structured context, mainly because the children talked more. The two children with predominantly production difficulties seemed to take advantage of the opportunities to take initiatives offered in the less structured context. The children with comprehension difficulties function better in the more structured context, where their comprehension difficulties were less obvious. Studies with more rigorous design analysing more aspects of teacher’s interactive behavior in different contexts and with children with different linguistic profiles are needed to provide teachers with information to raise their awareness of how to provide support adapted to the linguistic profiles of children with DLD.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An exploratory study of verbal interaction between children with different profiles of DLD and their classroom teachers in educational dialogues

Bruce

Hansson²

2019

Child Language Teaching and Therapy

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“…Recasts cannot occur without a platform utterance, so the clinician's ability to elicit platform utterances also affects treatment outcome. In a study on elicitation strategies and interactional style, Bruce et al (2007) state that there are many strategies to elicit platform utterances, such as "Yes/No question[s]" and "Repetition/Imitation" (p. 258). Bruce et al (2007) found that clinicians used different types of elicitation strategies with different children and in different contexts, suggesting that clinicians adjust to each child, rather than remaining relatively constant with all children.…”

Section: Clinician Factors Related To the Success Of Conversational Rmentioning

confidence: 99%

“…In a study on elicitation strategies and interactional style, Bruce et al (2007) state that there are many strategies to elicit platform utterances, such as "Yes/No question[s]" and "Repetition/Imitation" (p. 258). Bruce et al (2007) found that clinicians used different types of elicitation strategies with different children and in different contexts, suggesting that clinicians adjust to each child, rather than remaining relatively constant with all children. Bruce et al (2007) also found that clinician factors such as speech rate, the frequency of feedback, and overall responsiveness affected children's language output.…”

Section: Clinician Factors Related To the Success Of Conversational Rmentioning

confidence: 99%

“…Bruce et al (2007) found that clinicians used different types of elicitation strategies with different children and in different contexts, suggesting that clinicians adjust to each child, rather than remaining relatively constant with all children. Bruce et al (2007) also found that clinician factors such as speech rate, the frequency of feedback, and overall responsiveness affected children's language output. Therefore, elicitation strategies are not the only clinician characteristic that contribute to therapy outcomes.…”

Section: Clinician Factors Related To the Success Of Conversational Rmentioning

confidence: 99%

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Examiner and child contributions to therapy

Lyrenmann¹

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The purpose of this research was to analyze child and clinician factors affecting language therapy outcomes and to analyze the potential bi-directional relationship between child and clinician factors. Transcripts of intervention sessions with one child and one trained examiner were coded for factors relating to children's language ability, examiners' strategies for reaching session targets, and differences in examiners' interactional styles. Differences in children's language ability and examiners' interactional styles did not have a strong relationship with therapy outcomes. Differences were observed in the overall frequency of examiners' strategy use across children;however, examiners were not sensitive to individual children's responsiveness to particular strategies. This is a secondary data analysis on an intervention study, which affects interpretation of the results: variability in examiner and child behaviors was decreased due to adherence to intervention protocol. However, the mismatch between examiner strategies and child responses is of interest. Making clinicians explicitly aware of the many types of elicitation and response strategies available may increase examiners' effectiveness, efficiency, or responsiveness.iii PUBLIC ABSTRACTWhy is language therapy more effective for some children than for others? What are the variables that contribute most to differences in children's progress? What interactions occur between children and therapists within the therapy process?The purpose of this study is to analyze child and therapist contributions to the progress made by children in language therapy. This study uses transcripts of therapy sessions from an ongoing language intervention study. Transcripts from sessions with one child and one therapist were analyzed for variables that may affect a child's progress, such as the child's language ability prior to therapy and the therapist's style of interaction and use of various strategies for reaching therapy goals.We found that these variables did not have a strong relationship with therapy outcomes. Variables not analyzed in the current study, such as the strength of the bond between child and therapist, may contribute more to differences in children's progress.We also found that therapists used many different strategies for reaching goals, and some children responded best to particular strategies. However, therapists did not appear to be conscious of these differences across children. Making therapists overtly aware of possible strategies may increase their therapists' to adapt to individual children, thereby increasing therapy effectiveness.iv

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Language and theory of mind in preschool children with specific language impairment

Farrar

Johnson

Tompkins

et al. 2009

Journal of Communication Disorders

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Interactional style, elicitation strategies and language production in professional language intervention

Cited by 7 publications

References 15 publications

An exploratory study of verbal interaction between children with different profiles of DLD and their classroom teachers in educational dialogues

An exploratory study of verbal interaction between children with different profiles of DLD and their classroom teachers in educational dialogues

Examiner and child contributions to therapy

Language and theory of mind in preschool children with specific language impairment

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