Simplified and Expanded Input in a Focused Stimulation Program for a Child with Expressive Language Delay (ELD)

Autor/inn/en	Wolfe, Donna L.; Heilmann, John
Titel	Simplified and Expanded Input in a Focused Stimulation Program for a Child with Expressive Language Delay (ELD)
Quelle	In: Child Language Teaching and Therapy, 26 (2010) 3, S.335-346 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659010369286
Schlagwörter	Expressive Language; Language Impairments; Young Children; Stimulation; Linguistic Input; Language Acquisition; Vocabulary; Outcomes of Treatment; North Carolina + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Frühe Kindheit; Sprachbildung; Sprachaneignung; Spracherwerb; Wortschatz
Abstract	There is considerable debate regarding the simplification of adults' language when talking to young children with expressive language delays (ELD). While simplified input, also called telegraphic speech, is used by many parents and clinicians working with young children, its use has been discouraged in much of the clinical literature. In addition to the grammatical complexity of the input, the vocabulary presented to children with ELD must be carefully considered. A growing literature has documented the power of focused stimulation, where children hear a limited number of target words presented repeatedly. After a critical review of the language input and focused stimulation literatures, the performance of a child with ELD who completed two types of focused stimulation was reported; the child completed focused stimulation in a simplified condition where the clinician produced target words in 1-2-word phrases and in an expanded condition where the clinician produced target words in naturalistic speech. While the child mastered new vocabulary in both conditions, he acquired slightly more words in the simplified input condition. The child produced more total expressive language in the expanded input condition, revealing that modifications to examiner input also impacted the child's pragmatic language use. Clinical implications and future research directions are discussed. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10