Domain-Specific Treatment Effects in Children with Language and/or Working Memory Impairments: A Pilot Study

Autor/inn/en	Wener, Sarah E; Archibald, Lisa MD
Titel	Domain-Specific Treatment Effects in Children with Language and/or Working Memory Impairments: A Pilot Study
Quelle	In: Child Language Teaching and Therapy, 27 (2011) 3, S.313-330 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659010393536
Schlagwörter	Language Impairments; Racial Differences; Short Term Memory; Outcomes of Treatment; Pictorial Stimuli; Recall (Psychology); Visual Perception; Spatial Ability; Puzzles; Grammar; Intervention; Standardized Tests; Speech Language Pathology; Therapy; Sentences; Language Skills; Clinical Evaluation of Language Functions; Test of Nonverbal Intelligence + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Rassenunterschied; Kurzzeitgedächtnis; Fantasieanregung; Abberufung; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Legespiel; Grammatik; Standadised tests; Standardisierter Test; Therapie; Sentence analysis; Satzanalyse; Language skill; Sprachkompetenz
Abstract	This pilot study with an n-of-1 design examined whether children with a specific language impairment without working memory impairment (SLI), a specific working memory impairment without language impairment (SWMI), or mixed language and working memory impairments (L&WMI) may respond differently to treatment targeting verbal or visuospatial strategies. Nine 7- to 9-year-old children (3 SLI, 2 SWMI, 4 L&WMI) completed two 4-week intervention periods focused either on verbal or visuospatial strategies. Three probe tasks were measured throughout all study phases: picture recall, sentence formulation, and geometric puzzle completion. Standardized measures of language and working memory were completed before and after each treatment phase, and 4 months post. Results revealed a domain-specific treatment effect. The verbally-focused treatment resulted in improved performance on the picture recall task whereas the visuospatial focus was associated with positive outcomes on the geometric puzzle probe. Additionally, children with working memory impairment improved on working memory measures while most children with language impairment improved on a grammatical measure. (Contains 3 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10