Cognitive and linguistic effects of narrative-based language intervention in children with Developmental Language Disorder / Laura J. PAULS in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211015867 Titre : Cognitive and linguistic effects of narrative-based language intervention in children with Developmental Language Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Laura J. PAULS, Auteur ; Lisa M. D. ARCHIBALD, Auteur Article en page(s) : 23969415211015867 Langues : Anglais (eng) Mots-clés : Narrative intervention  language impairment  Developmental Language Disorders  working memory impairment  near transfer  far transfer Index. décimale : PER Périodiques Résumé : Background and aimsNarrative-based language intervention provides a naturalistic context for targeting overall story structure and specific syntactic goals in children with Developmental Language Disorder (DLD). Given the cognitive demands of narratives, narrative-based language intervention also has the potential to positively impact related abilities such as working memory and academic skills.MethodsTen children (8–11?years old) with DLD completed 15 sessions of narrative-based language intervention.ResultsResults of single subject data revealed gains in language for five participants, four of whom improved on a probe tapping working memory. An additional four participants improved on a working memory probe only. On standardized measures, clinically significant gains were noted for one additional participant on a language measure and one additional participant on a visuospatial working memory. Carry over to reading was noted for three participants and to math for one participant. Across measures, gains in both verbal and visuospatial working memory were common. A responder analysis revealed that improvement in language may be associated with higher verbal short-term memory and receptive language at baseline. Those with working memory impairments were among those showing the fewest improvements across measures.ConclusionsNarrative-based language intervention impacted verbal skills in different ways across individual children with DLD.Implications: Further research is needed to gain an understanding of who benefits most from narrative-based language intervention. En ligne : http://dx.doi.org/10.1177/23969415211015867 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Cognitive and linguistic effects of narrative-based language intervention in children with Developmental Language Disorder [Texte imprimé et/ou numérique] / Laura J. PAULS, Auteur ; Lisa M. D. ARCHIBALD, Auteur . - 23969415211015867. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211015867 Mots-clés : Narrative intervention  language impairment  Developmental Language Disorders  working memory impairment  near transfer  far transfer Index. décimale : PER Périodiques Résumé : Background and aimsNarrative-based language intervention provides a naturalistic context for targeting overall story structure and specific syntactic goals in children with Developmental Language Disorder (DLD). Given the cognitive demands of narratives, narrative-based language intervention also has the potential to positively impact related abilities such as working memory and academic skills.MethodsTen children (8–11?years old) with DLD completed 15 sessions of narrative-based language intervention.ResultsResults of single subject data revealed gains in language for five participants, four of whom improved on a probe tapping working memory. An additional four participants improved on a working memory probe only. On standardized measures, clinically significant gains were noted for one additional participant on a language measure and one additional participant on a visuospatial working memory. Carry over to reading was noted for three participants and to math for one participant. Across measures, gains in both verbal and visuospatial working memory were common. A responder analysis revealed that improvement in language may be associated with higher verbal short-term memory and receptive language at baseline. Those with working memory impairments were among those showing the fewest improvements across measures.ConclusionsNarrative-based language intervention impacted verbal skills in different ways across individual children with DLD.Implications: Further research is needed to gain an understanding of who benefits most from narrative-based language intervention. En ligne : http://dx.doi.org/10.1177/23969415211015867 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

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