Please enable JavaScript.

Coggle requires JavaScript to display documents.

Intervention (Components of Good Intervention Study (Duff and Clarke…

- - - - Scores on lang test in bottom 10 centile
      - Scores on non-verbal reasoning tests within the normall range
      - Clinical referrals - different from public/pop. studies
    - - 1 active control: computerised lang games, n=27
      - 1 TAU control: treatment as usual, n=27
      - 1 treatment: FastForWord (modified speech), n=23
  - - - Age-appropriate
      - 30 mins, 5x a wk, 6 wks
      - Less of a time commitment
      - Education Computer Program
  - - - Receptive, expressive and total lang scores on the Clinical Evaluation of Lang Fundamentals (CELF)
      - Looking for a change in deve trajectory (moving children closer to normal range)
      - Proximal > expect to see changes
    - - Word reading scores
      - Gramatical understanding
      - Picture vocab
      - Bus story test
      - Distal
  - - - Does not appear that the intervention is worth the time or money invested in order to improve lang
      - Don't know whether auditory processing changed as a result of intervention - can't conclude much about causal theory
      - Clearly very difficult to shift severe lang difficulties particularly those that involve comprehension
- - - - Explicit rules of grammar (e.g. shape coding)
      - Vocabulary (e.g. semantic webs, gesture, mind maps)
  - - - Auditory processing (e.g. FastForWord)
      - Working Memory
      - Lang impairment Dyslexia
- - - - The problem is distinguishing brief or rapid sounds
      - The solution is to modify speech to make these sounds more salient
      - Intensive training in discrimination/understanding, gradually reducing modification until child can do task at normal speech presentation
      - Scientific Learning Corporation