Individualized Narrative Intervention for School-Age Children With Specific Language Impairment
Purpose This study extends the research on narrative intervention by evaluating the effect of a standard treatment protocol, (Petersen & Spencer, 2012), on personal narrative generations of school-age children with specific language impairment (SLI). Method Four second-grade, 8- to 9-year-old bo...
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| Veröffentlicht in: | Language, speech & hearing services in schools speech & hearing services in schools, 2020-07, Vol.51 (3), p.687-705 |
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| container_title | Language, speech & hearing services in schools |
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| creator | Hessling, Alison Schuele, C Melanie |
| description | Purpose This study extends the research on narrative intervention by evaluating the effect of a standard treatment protocol,
(Petersen & Spencer, 2012), on personal narrative generations of school-age children with specific language impairment (SLI). Method Four second-grade, 8- to 9-year-old boys with SLI participated in this multiple baseline across behaviors, single-case design study that was repeated across participants. Each one-on-one intervention session involved eight steps across two intervention segments: story retell and personal story generation. The interventionist provided systematic scaffolding (visual and verbal supports) that was faded within each session. Three individualized story grammar elements per participant were targeted sequentially across the weeks of intervention based on each participant's needs identified in baseline. The dependent variable probe (personal narrative generation) was administered at the beginning of each twice-weekly session, and individualized story grammar elements were scored on a 4-point rubric (dependent variable). Results In this single-case research design study, a functional relation was evaluated for each participant (i.e., replication of an effect across three story grammar elements). A functional relation between
intervention and the dependent variable was observed for two participants. Conclusion Results provide preliminary evidence for the efficacy of individually administered
intervention for children with SLI. |
| doi_str_mv | 10.1044/2019_LSHSS-19-00082 |
| format | Article |
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(Petersen & Spencer, 2012), on personal narrative generations of school-age children with specific language impairment (SLI). Method Four second-grade, 8- to 9-year-old boys with SLI participated in this multiple baseline across behaviors, single-case design study that was repeated across participants. Each one-on-one intervention session involved eight steps across two intervention segments: story retell and personal story generation. The interventionist provided systematic scaffolding (visual and verbal supports) that was faded within each session. Three individualized story grammar elements per participant were targeted sequentially across the weeks of intervention based on each participant's needs identified in baseline. The dependent variable probe (personal narrative generation) was administered at the beginning of each twice-weekly session, and individualized story grammar elements were scored on a 4-point rubric (dependent variable). Results In this single-case research design study, a functional relation was evaluated for each participant (i.e., replication of an effect across three story grammar elements). A functional relation between
intervention and the dependent variable was observed for two participants. Conclusion Results provide preliminary evidence for the efficacy of individually administered
intervention for children with SLI.</description><identifier>ISSN: 0161-1461</identifier><identifier>ISSN: 1558-9129</identifier><identifier>EISSN: 1558-9129</identifier><identifier>DOI: 10.1044/2019_LSHSS-19-00082</identifier><identifier>PMID: 32293981</identifier><language>eng</language><publisher>United States: American Speech-Language-Hearing Association</publisher><subject>Best practice ; Child ; Childhood articulation disorders ; Children & youth ; Design ; Elementary School Students ; Evidence-based medicine ; Grade 2 ; Grade 4 ; Grammar ; Humans ; Intervention ; Language disorders ; Language Impairments ; Language Skills ; Language Tests ; Language Therapy - methods ; Learning ; Male ; Narration ; Narratives ; Peers ; Preschool Children ; Reading comprehension ; Scaffolding ; Scaffolding (Teaching Technique) ; Skills ; Specific Language Disorder - diagnosis ; Specific Language Disorder - psychology ; Specific Language Disorder - therapy ; Specific language impairment ; Standard scores ; Story Grammar ; Story Telling ; Students with Disabilities ; Treatment Outcome ; Vocabulary Development</subject><ispartof>Language, speech & hearing services in schools, 2020-07, Vol.51 (3), p.687-705</ispartof><rights>COPYRIGHT 2020 American Speech-Language-Hearing Association</rights><rights>Copyright American Speech-Language-Hearing Association Jul 2020</rights><rights>Copyright © 2020 American Speech-Language-Hearing Association</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c553t-5a5c2b07bc54e78a19a6f86fb615495f55a127efaba659c42611863494ae264d3</citedby><cites>FETCH-LOGICAL-c553t-5a5c2b07bc54e78a19a6f86fb615495f55a127efaba659c42611863494ae264d3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,690,780,784,885,27922,27923</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/32293981$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1261263$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Hessling, Alison</creatorcontrib><creatorcontrib>Schuele, C Melanie</creatorcontrib><title>Individualized Narrative Intervention for School-Age Children With Specific Language Impairment</title><title>Language, speech & hearing services in schools</title><addtitle>Lang Speech Hear Serv Sch</addtitle><description>Purpose This study extends the research on narrative intervention by evaluating the effect of a standard treatment protocol,
(Petersen & Spencer, 2012), on personal narrative generations of school-age children with specific language impairment (SLI). Method Four second-grade, 8- to 9-year-old boys with SLI participated in this multiple baseline across behaviors, single-case design study that was repeated across participants. Each one-on-one intervention session involved eight steps across two intervention segments: story retell and personal story generation. The interventionist provided systematic scaffolding (visual and verbal supports) that was faded within each session. Three individualized story grammar elements per participant were targeted sequentially across the weeks of intervention based on each participant's needs identified in baseline. The dependent variable probe (personal narrative generation) was administered at the beginning of each twice-weekly session, and individualized story grammar elements were scored on a 4-point rubric (dependent variable). Results In this single-case research design study, a functional relation was evaluated for each participant (i.e., replication of an effect across three story grammar elements). A functional relation between
intervention and the dependent variable was observed for two participants. Conclusion Results provide preliminary evidence for the efficacy of individually administered
intervention for children with SLI.</description><subject>Best practice</subject><subject>Child</subject><subject>Childhood articulation disorders</subject><subject>Children & youth</subject><subject>Design</subject><subject>Elementary School Students</subject><subject>Evidence-based medicine</subject><subject>Grade 2</subject><subject>Grade 4</subject><subject>Grammar</subject><subject>Humans</subject><subject>Intervention</subject><subject>Language disorders</subject><subject>Language Impairments</subject><subject>Language Skills</subject><subject>Language Tests</subject><subject>Language Therapy - methods</subject><subject>Learning</subject><subject>Male</subject><subject>Narration</subject><subject>Narratives</subject><subject>Peers</subject><subject>Preschool Children</subject><subject>Reading comprehension</subject><subject>Scaffolding</subject><subject>Scaffolding (Teaching Technique)</subject><subject>Skills</subject><subject>Specific Language Disorder - diagnosis</subject><subject>Specific Language Disorder - psychology</subject><subject>Specific Language Disorder - therapy</subject><subject>Specific language impairment</subject><subject>Standard scores</subject><subject>Story Grammar</subject><subject>Story Telling</subject><subject>Students with Disabilities</subject><subject>Treatment Outcome</subject><subject>Vocabulary Development</subject><issn>0161-1461</issn><issn>1558-9129</issn><issn>1558-9129</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GA5</sourceid><recordid>eNptUltv0zAUjhCIjcEvQKBISIiXDB_fEr8gVdVgRRU8FMSj5TonjafE7pykEvx6XDq6FSE_2PL5LufYX5a9BHIJhPP3lIDSy9X1alWAKgghFX2UnYMQVaGAqsfZOQEJBXAJZ9mzYbhJEMIZe5qdMUoVUxWcZ3rha7dz9WQ69wvr_IuJ0Yxuh_nCjxh36EcXfN6EmK9sG0JXzDaYz1vX1RF9_sONbb7aonWNs_nS-M1kUn3Rb42LfSI_z540phvwxd1-kX3_ePVtfl0sv35azGfLwgrBxkIYYemalGsrOJaVAWVkU8lmLUFwJRohDNASG7M2UijLqQSoJOOKG6SS1-wi-3DQ3U7rHmubrKPp9Da63sSfOhinTyvetXoTdroqQZREJYFXBwGMzh55V58hWVHJUv3dnUEMtxMOo-7dYLHrjMcwDZoyRaQgjJAEffMP9CZM0afxNeWMc1VKBfeojelQO9-E1Jfdi-pZmgxIpap9W5f_QaVVY-9s8Ni4dH9CePuA0KLpxnYI3bT_xuEUyA5AG8MwRGyOQwPR-4Dp-4DpdPgTsMR6_fCdj5y_iWK_AXRXyYM</recordid><startdate>20200701</startdate><enddate>20200701</enddate><creator>Hessling, Alison</creator><creator>Schuele, C Melanie</creator><general>American Speech-Language-Hearing Association</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7T9</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K9-</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0R</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope><scope>ERI</scope><scope>GA5</scope><scope>5PM</scope></search><sort><creationdate>20200701</creationdate><title>Individualized Narrative Intervention for School-Age Children With Specific Language Impairment</title><author>Hessling, Alison ; Schuele, C Melanie</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c553t-5a5c2b07bc54e78a19a6f86fb615495f55a127efaba659c42611863494ae264d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Best practice</topic><topic>Child</topic><topic>Childhood articulation disorders</topic><topic>Children & youth</topic><topic>Design</topic><topic>Elementary School Students</topic><topic>Evidence-based medicine</topic><topic>Grade 2</topic><topic>Grade 4</topic><topic>Grammar</topic><topic>Humans</topic><topic>Intervention</topic><topic>Language disorders</topic><topic>Language Impairments</topic><topic>Language Skills</topic><topic>Language Tests</topic><topic>Language Therapy - methods</topic><topic>Learning</topic><topic>Male</topic><topic>Narration</topic><topic>Narratives</topic><topic>Peers</topic><topic>Preschool Children</topic><topic>Reading comprehension</topic><topic>Scaffolding</topic><topic>Scaffolding (Teaching Technique)</topic><topic>Skills</topic><topic>Specific Language Disorder - diagnosis</topic><topic>Specific Language Disorder - psychology</topic><topic>Specific Language Disorder - therapy</topic><topic>Specific language impairment</topic><topic>Standard scores</topic><topic>Story Grammar</topic><topic>Story Telling</topic><topic>Students with Disabilities</topic><topic>Treatment Outcome</topic><topic>Vocabulary Development</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Hessling, Alison</creatorcontrib><creatorcontrib>Schuele, C Melanie</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Nursing & Allied Health Database</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Consumer Health Database (Alumni Edition)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database (ProQuest)</collection><collection>Consumer Health Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Psychology Database (ProQuest)</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Language, speech & hearing services in schools</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Hessling, Alison</au><au>Schuele, C Melanie</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1261263</ericid><atitle>Individualized Narrative Intervention for School-Age Children With Specific Language Impairment</atitle><jtitle>Language, speech & hearing services in schools</jtitle><addtitle>Lang Speech Hear Serv Sch</addtitle><date>2020-07-01</date><risdate>2020</risdate><volume>51</volume><issue>3</issue><spage>687</spage><epage>705</epage><pages>687-705</pages><issn>0161-1461</issn><issn>1558-9129</issn><eissn>1558-9129</eissn><abstract>Purpose This study extends the research on narrative intervention by evaluating the effect of a standard treatment protocol,
(Petersen & Spencer, 2012), on personal narrative generations of school-age children with specific language impairment (SLI). Method Four second-grade, 8- to 9-year-old boys with SLI participated in this multiple baseline across behaviors, single-case design study that was repeated across participants. Each one-on-one intervention session involved eight steps across two intervention segments: story retell and personal story generation. The interventionist provided systematic scaffolding (visual and verbal supports) that was faded within each session. Three individualized story grammar elements per participant were targeted sequentially across the weeks of intervention based on each participant's needs identified in baseline. The dependent variable probe (personal narrative generation) was administered at the beginning of each twice-weekly session, and individualized story grammar elements were scored on a 4-point rubric (dependent variable). Results In this single-case research design study, a functional relation was evaluated for each participant (i.e., replication of an effect across three story grammar elements). A functional relation between
intervention and the dependent variable was observed for two participants. Conclusion Results provide preliminary evidence for the efficacy of individually administered
intervention for children with SLI.</abstract><cop>United States</cop><pub>American Speech-Language-Hearing Association</pub><pmid>32293981</pmid><doi>10.1044/2019_LSHSS-19-00082</doi><tpages>19</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Language, speech & hearing services in schools, 2020-07, Vol.51 (3), p.687-705 |
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| source | MEDLINE; ERIC - Full Text Only (Discovery); EBSCOhost Education Source; Alma/SFX Local Collection |
| subjects | Best practice Child Childhood articulation disorders Children & youth Design Elementary School Students Evidence-based medicine Grade 2 Grade 4 Grammar Humans Intervention Language disorders Language Impairments Language Skills Language Tests Language Therapy - methods Learning Male Narration Narratives Peers Preschool Children Reading comprehension Scaffolding Scaffolding (Teaching Technique) Skills Specific Language Disorder - diagnosis Specific Language Disorder - psychology Specific Language Disorder - therapy Specific language impairment Standard scores Story Grammar Story Telling Students with Disabilities Treatment Outcome Vocabulary Development |
| title | Individualized Narrative Intervention for School-Age Children With Specific Language Impairment |
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