2019
DOI: 10.1177/2396941519870784
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The effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder

Abstract: Background and aims Little evidence exists for the effectiveness of intervention for older adolescents and young adults with language disorders, particularly for those over 16 years. This study involves college-aged students aged 16–19 years with Language Disorder and Word-Finding Difficulties and investigates whether progress in word finding following 1:1 semantic intervention is greater than progress during a baseline period as measured by a standardised test. Methods Twenty-five college-aged students (20 ma… Show more

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Cited by 3 publications
(6 citation statements)
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“…They were all attending mainstream schools and were referred as having word-finding difficulties. An N of 20 was chosen based on an a priori power analysis (G*Power 3.1; Faul et al, 2007) assuming a within-participant effect size of the naming intervention of at least d=0.7 based on previous studies involving children with word-finding difficulties (Best, 2005;Bragard et al, 2012;Campbell, Nicoll & Ebbels, 2019;Ebbels et al, 2012;Wilson et al, 2015;Zens, et al, 2009), with an alpha level of 0.05, and power of 0.8 (2-tailed).The first two children to complete the intervention are described in a paper which uses computational modelling to predict the outcome of intervention (Best et al, 2015). Inclusion criteria, which were retained throughout the study, were as follows: Finally, once the children had met the criteria above, recordings of their everyday conversation were considered by the first and second authors (both experienced SLPs) in order to establish whether there was clear evidence of word-finding difficulties in discourse.…”
Section: Participantsmentioning
confidence: 99%
“…They were all attending mainstream schools and were referred as having word-finding difficulties. An N of 20 was chosen based on an a priori power analysis (G*Power 3.1; Faul et al, 2007) assuming a within-participant effect size of the naming intervention of at least d=0.7 based on previous studies involving children with word-finding difficulties (Best, 2005;Bragard et al, 2012;Campbell, Nicoll & Ebbels, 2019;Ebbels et al, 2012;Wilson et al, 2015;Zens, et al, 2009), with an alpha level of 0.05, and power of 0.8 (2-tailed).The first two children to complete the intervention are described in a paper which uses computational modelling to predict the outcome of intervention (Best et al, 2015). Inclusion criteria, which were retained throughout the study, were as follows: Finally, once the children had met the criteria above, recordings of their everyday conversation were considered by the first and second authors (both experienced SLPs) in order to establish whether there was clear evidence of word-finding difficulties in discourse.…”
Section: Participantsmentioning
confidence: 99%
“…However, it is recognized that adolescents and young adults with DLD continue to require support with language development and social and emotional well‐being (Spencer, 2018 ) and a growing number of studies have considered the effectiveness of intervention for adolescents. This includes interventions aiming to improve a range of language areas (Ebbels et al., 2017 ), receptive and expressive syntax (Balthazar & Scott, 2018 ; Ebbels, 2007 ; Ebbels & van der Lely, 2001 ; Ebbels et al., 2014 , 2007 ) word finding (Campbell et al., 2019 ; Ebbels et al., 2012 ; Hyde‐Wright et al., 1993 ) and vocabulary (Joffe et al., 2019 ; Lowe & Joffe, 2017 ; Lowe et al., 2019 ; Murphy et al., 2017 ; Spencer et al., 2017 ; Wright et al., 2017 ). However, despite the life‐long nature of DLD and its wide‐ranging impacts there is a prominent gap in the literature regarding the effectiveness of intervention in any area of language for students of post‐16 age (or indeed adults) with DLD.…”
Section: Introductionmentioning
confidence: 99%
“…However, despite the life‐long nature of DLD and its wide‐ranging impacts there is a prominent gap in the literature regarding the effectiveness of intervention in any area of language for students of post‐16 age (or indeed adults) with DLD. A few notable exceptions have targeted preparedness for job interviews (Mathrick et al., 2017 ), word finding (Campbell et al., 2019 ) and vocabulary (McGregor et al., 2020 ). The lack of intervention research with this age group is reflective of the lack of intervention typically provided to this group of young people, but in a vicious circle, the lack of evidence also contributes to the limited provision of services for secondary and post‐16 students (and adults) with DLD.…”
Section: Introductionmentioning
confidence: 99%
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