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Comparison of Motor-Enhanced and Visual-Enhanced Interventions for Grammar in Young Children with Developmental Language Disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Comparison of Motor-Enhanced and Visual-Enhanced Interventions for Grammar in Young Children with Developmental Language Disorder./
Author:	Springle, Alisha P.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	213 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: B.
Contained By:	Dissertations Abstracts International82-01B.
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27957768
ISBN:	9798641712406

Comparison of Motor-Enhanced and Visual-Enhanced Interventions for Grammar in Young Children with Developmental Language Disorder.
Springle, Alisha P.

Comparison of Motor-Enhanced and Visual-Enhanced Interventions for Grammar in Young Children with Developmental Language Disorder. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 213 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: B.

Thesis (Ph.D.)--Old Dominion University, 2020.

This item must not be sold to any third party vendors.

Up to 7.6% of children demonstrate a developmental language disorder (DLD), which can persist through adulthood, causing difficulty with academic achievement, social relationships, and financial stability. Grammar development, as a hallmark of DLD, is an important area of need for these children. Existing grammar interventions do not clearly distinguish the sensory input techniques that meet these children's neurobiological instructional needs. This adapted alternating treatment design study implemented intervention using systematic paired visual and verbal and systematic paired motor, i.e. standardized gestures, and verbal sensory input techniques. A moderate-strong functional relation between intervention techniques using motor supports on grammatical outcomes in natural language practice (Tau-U = 0.68) and a potential functional relation between motor supports on grammatical outcomes in decontextualized tasks (Tau U = 0.45) were found. Both paired visual and verbal and paired motor and verbal interventions were found to have a potential functional relation with natural language use among children with DLD ages 4;7 - 6;9 years (n = 4). Patterns of response were reviewed in participants with comorbid delays in speech sound development, executive function development, and high activity levels. Children with severe grammar delays and ADHD/executive function challenges may derive more benefit from paired verbal and motor support. Children with milder overall language delays may respond better initially to combined verbal and visual supports. Both intervention modalities were socially valid and provided effectively by novice clinicians. Interventionists should consider conscious and consistent use of different sensory techniques within grammar intervention for children with DLD.

ISBN: 9798641712406Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Grammar

Comparison of Motor-Enhanced and Visual-Enhanced Interventions for Grammar in Young Children with Developmental Language Disorder.
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520 $a Up to 7.6% of children demonstrate a developmental language disorder (DLD), which can persist through adulthood, causing difficulty with academic achievement, social relationships, and financial stability. Grammar development, as a hallmark of DLD, is an important area of need for these children. Existing grammar interventions do not clearly distinguish the sensory input techniques that meet these children's neurobiological instructional needs. This adapted alternating treatment design study implemented intervention using systematic paired visual and verbal and systematic paired motor, i.e. standardized gestures, and verbal sensory input techniques. A moderate-strong functional relation between intervention techniques using motor supports on grammatical outcomes in natural language practice (Tau-U = 0.68) and a potential functional relation between motor supports on grammatical outcomes in decontextualized tasks (Tau U = 0.45) were found. Both paired visual and verbal and paired motor and verbal interventions were found to have a potential functional relation with natural language use among children with DLD ages 4;7 - 6;9 years (n = 4). Patterns of response were reviewed in participants with comorbid delays in speech sound development, executive function development, and high activity levels. Children with severe grammar delays and ADHD/executive function challenges may derive more benefit from paired verbal and motor support. Children with milder overall language delays may respond better initially to combined verbal and visual supports. Both intervention modalities were socially valid and provided effectively by novice clinicians. Interventionists should consider conscious and consistent use of different sensory techniques within grammar intervention for children with DLD.
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