Effect of Sing and Speak 4 Kids: An Online Music-Based Speech and Language Learning Game for Children in Early Intervention

Autor/inn/en	Lim, Hayoung A.; Ellis, Erica M.; Sonnenschein, David
Titel	Effect of Sing and Speak 4 Kids: An Online Music-Based Speech and Language Learning Game for Children in Early Intervention
Quelle	In: Child Language Teaching and Therapy, 38 (2022) 2, S.180-196 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Ellis, Erica M.) ORCID (Sonnenschein, David) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590221080308
Schlagwörter	Music Activities; Autism; Pervasive Developmental Disorders; Young Children; Speech Impairments; Language Impairments; Intervention; Video Games; Program Effectiveness; Speech Therapy; Telecommunications; Singing; Teaching Methods; English Language Learners; California + Suchen Sie Ihr Suchwort? Musikalische Aktion; Autismus; Frühe Kindheit; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Video game; Videospiel; Videospiele; Entwicklungsproximale Sprachtherapie; Logotherapie; Telekommunikationstechnik; Gesang; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	Music-based speech language interventions have shown promise to support young children with autism, other speech and language deficits, and Dual Language Learners (also known as DLL, English Language Learners, or ELL). Online edtech learning programs may produce greater positive outcomes for children by including parents as mediators of the intervention. This study measured the preliminary effectiveness of Sing and Speak 4 Kids (SS4Kids), a music-based online speech and language development game, administered to 26 children ages 2-6 years old with or at risk for a diagnosis of autism, other speech and language deficits or DLL. The children were trained in early intervention settings across 4-6 sessions over a 2-week period in one of three group conditions: (a) teacher only in clinic; (b) parent only at home; (c) both teacher + parent. Measurement of verbal production of target words in pre- and post-training sessions showed that trained words significantly improved from pre-test to post-test Additionally, there was no effect of different group conditions (teacher only vs. parent only vs. both teacher + parent) on children's performance. Results suggest that the SS4Kids program is an effective music-based speech and language training method for supporting target word production in young children across a two week timespan. Importantly, the results also found that group conditions did not influence the improvement, confirming effectiveness of both clinic and home-based parent mediation. During a time when traditional in-person intervention services may be restricted, the current work provides cautious but emerging evidence of the effectiveness of an online edtech evidence-based practice to support the speech and language outcomes for a variety of children in early intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01