Grammar intervention using graduated input type variation (GITV) for pre-primary children: A single-case experimental design study

Figures & data

Table I. Participant demographic data and their average baseline performance on the trained and untrained serial verb construction (SVC) and control vocabulary.

Child pseudonym	Age	Sex	Trained target	Untrained item	Control vocabulary
Adam	4;09	M	Instrumental SVC 0%	Purpose SVC 5.57%	0%
Belle	5;10	F	Purpose SVC 0%	Instrumental SVC 0%	0%
Cathy	4;01	F	Instrumental SVC 0%	Purpose SVC 2.78%	0%

Table II. Data collection schedule during baseline, intervention, and follow-up phases.

	B1	B2	B3	T1	T2	T3	T4	T5	T6	T7	T8	T9	T10	F1	F2
Trained SVC	✓	✓	✓	✓		✓		✓		✓		✓		✓	✓
Untrained SVC	✓	✓	✓				✓				✓		✓	✓	✓
Control words	✓	✓	✓		✓		✓		✓			✓		✓	✓
SVCs in story retelling samples	✓													✓

Note. B = baseline; T = treatment; F = follow-up; SVC = serial verb constructions.

Figure 1. Percentage of correct spontaneous use of the trained serial verb constructions (SVC), the untrained SVC, and the control words as tested in probes across all phases for each child.

Figure 2. Percentage of correct spontaneous use of the trained serial verb constructions (SVC) during the two stages of the intervention phase for all children.

Table III. Number of correct spontaneous productions of the trained serial verb construction (SVC) in the two distal measures before and after intervention for all children.

	Dynamic probe		Story retelling
	Pre	Post	Pre	Post
Adam	0	0	0	0
Belle	0	6	0	0
Cathy	0	0	0	0