Daily or weekly? The role of treatment frequency in the effectiveness of grammar treatment for children with specific language impairment

References

• Accardo, P., & Capute, A. (2005). Cognitive Adaptive Test. Baltimore, MD: Paul H Brookes Publishing.
   Google Scholar
• Baker, E. (2012). Optimal intervention intensity. International Journal of Speech-Language Pathology, 14, 401–409.
   PubMed Web of Science ®Google Scholar
• Barratt, J., Littlejohns, P., & Thompson, J. (1992). Trial of intensive compared with weekly speech therapy in preschool children. Archives of Disease in Childhood, 67, 106–108.
   PubMed Web of Science ®Google Scholar
• Bellon- Harn, M. L. (2012). Dose frequency: Comparion of language outcomes in preschool children with language impariment. Child Language Teaching and Therapy, 28, 225–240.
   Google Scholar
• Cirrin, F. M., Schooling, T. L., Nelson, N. W., Diehl, S. F., Flynn, P. F., Staskowski, M., et al. (2010). Evidence-based systematic review: effects of different serivice delivery models on communication outcomes for elementary school-age children. Language, Speech, and Hearing Services in Schools, 41, 233–264.
   PubMed Web of Science ®Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
   Google Scholar
• Connell, P., & Stone, C. (1992). Morpheme learning of children with specific language impairment under controlled instructional conditions. Journal of Speech and Hearing Research, 35, 844–852.
   PubMedGoogle Scholar
• Dempster, F. N. (1989). Spacing effects and their implications for theory and practice. Educational Psychology Review, 1, 309–330.
   Web of Science ®Google Scholar
• Dollaghan, C. A. (2007). The handbook of evidence-based practice in communication disorders. Baltimore: Brookes.
   Google Scholar
• Fey, M. E., Cleave, P. L., Long, S. H., & Hughes, D. L. (1993). Two approaches to the facilitation of grammar in children with language impairment: An experimental evaluation. Journal of Speech and Hearing Research, 36, 141–157.
   PubMedGoogle Scholar
• Frankenburg, W., Dodds, J., & Archer, P. (1992). The Denver II: A major revision and restandardization of the Denver Developmental Screening Test. Pediatrics, 89, 91–97.
   PubMed Web of Science ®Google Scholar
• Gillam, R. (2012). How much is enough? Dosage in child language intervention. Paper presented at the American Speech-Language-Hearing Association Annual Convention, Atlanta, GA.
   Google Scholar
• Griffiths, R. (1970). The abilities of young children. Great Britain: Cournswood House.
   Google Scholar
• Kamhi, A. G. (2012). Pharmacological dosage concepts: How useful are they for educators and speech-language pathologists? International Journal of Speech-Language Pathology, 14, 414–418.
   PubMed Web of Science ®Google Scholar
• Law, J., Garrett, Z., & Nye, C. (2004). The efficacy for treatment for children with developmental speech and language delay/ disorder: A meta analysis. Journal of Speech, Language, and Hearing Research, 47, 924–943.
   PubMed Web of Science ®Google Scholar
• Leonard, L. B. (1998). Specific language impairment and grammatical morphology: A Discriminant Function Analysis. Journal of Speech, Language, and Hearing Research, 41, 1185–1192.
   PubMedGoogle Scholar
• Leonard, L. B., Camarata, S., Pawlowska, M., Brown, B., & Camarata, M. N. (2006). Tense and agreement morphemes in the speech of children with specific language impairment during intervention: Phase II. Journal of Speech, Language, and Hearing Research, 49, 749–770.
   PubMed Web of Science ®Google Scholar
• Logan, L. R., Hickman, R. R., Harris, S. R., & Heriza, C. B. (2008). Single-subject research design: Recommendations for levels of evidence and quality rating. Developmental Medicine and Child Neurology, 50, 99–103.
   PubMed Web of Science ®Google Scholar
• McGinty, A. S., Breit-Smith, A., Fan, X., Justice, L. M., & Kaderavek, J. N. (2011). Does intensity matter? Preschoolers’ print knowledge development within a classroom-based intervention. Early Childhood Research Quarterly, 26, 255–267.
   Web of Science ®Google Scholar
• Nickels, L. A. (2002). Theoretical and methodological issues in the cognitive neuropsychology of spoken word production. Aphasiology, 16, 3–19.
   Web of Science ®Google Scholar
• Proctor-Williams, K., & Fey, M. E. (2007). Recast density and acquisition of novel irregular past tense verbs. Journal of Speech, Language, and Hearing Research, 50, 1029–1047.
   PubMed Web of Science ®Google Scholar
• Rice, M. L., Wexler, K., & Cleave, P. L. (1995). Specific language impairment as a period of exended optional infinitive. Journal of Speech and Hearing Research, 38, 850–863.
   PubMedGoogle Scholar
• Riches, N. G., Tomasello, M., & Conti-Ramsden, G. (2005). Verb learning in children with SLI: Frequency and spacing effects. Journal of Speech, Language, and Hearing Research, 48, 1397–1411.
   PubMed Web of Science ®Google Scholar
• Robey, R. R., & Schultz, M. C. (1998). A model for conducting clinical-outcome research: An adaptation of the standard protocol for use in aphasiology. Aphasiology, 12, 789–810.
   Google Scholar
• Schooling, T. L., Venediktov, R., & Leech, H. (2010). Evidence-based systematic review: Effects of service delivery on the speech and language skills of children from birth to 5 years of age. National Center for Evidence-Based Practice in Communication Disorders. Rockville, MD: American Speech-Language-Hearing Association. http://www.asha.org/uploadedFiles/EBSR-Service-Delivery.pdf.
   Google Scholar
• Semel, E., Wiig, E., & Secord, W. (1992). Clinical Evaluation of Language Fundamentals-Preschool. San Antonio, TX: The Psychological Corporation, Harcourt Brace Jovanovich.
   Google Scholar
• Smith-Lock, K. M., Leitão, S., Lambert, L., & Nickels, L. (in press). Effective intervention for expressive grammar in children with specific language impairment. International Journal of Language and Communication Disorders. Article first published online: 13 Feb 2013, DOI: 10.1111/1460-6984.12003
   Google Scholar
• Smith-Lock, K. M., Leitão, S., Prior, P., Lambert, L., & Nickels, L. (in preparation). A comparison of grammar treatment techniques for children with Specific Language Impairment. Article first published online: 13 Feb 2013, DOI: 10.1111/1460-6984.12003
   Google Scholar
• Ukrainetz, T. A., Ross, C. L., & Harm, H. M. (2009). An investigation of treatment scheduling for phonemic awareness with kindergartners who are at risk for reading difficulties. Language, Speech, and Hearing Services in Schools, 40, 86–100.
   PubMed Web of Science ®Google Scholar
• Warren, S. R., Fey, M. E., & Yoder, P. J. (2007). Differential treatment intensity research: A missing link to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities Research Reviews, 13, 70–77.
   PubMedGoogle Scholar
• Wechsler, D. (2002). Wechsler Preschool and Primary Scale of Intelligence-III (WPPSI-III) Sydney, NSW. Pearson Assessments.
   Google Scholar
• Weismer, S. E., & Murray-Branch, J. (1989). Modeling versus modeling plus evoked production training: A comparision of tewo language intervention methods. Journal of Speech and Hearing Disorders, 54, 269–281.
   PubMedGoogle Scholar
• Wiig, E., Secord, W., & Semel, E. (2006). Clinical Evaluation of Language Fundamentals Preschool - Second Edition, Australian and New Zealand Standardised Edition (CELF P-2 Australian and New Zealand). Sydney, NSW: Pearson.
   Google Scholar
• Yoder, P. J., Fey, M. E., & Warren, S. F. (2012). Studying the impact of intensity is important but complicated. International Journal of Speech-Language Pathology, 14, 410–413.
   PubMed Web of Science ®Google Scholar
• Yoder, P. J., Woynaroski, T., Fey, M. E., & Warren, S. (2012). Is more better? If so, for whom? Paper presented at the American Speech-Language-Hearing Association Convention, Atlanta, GA.
   Google Scholar
• Zeng, B., Law, J., & Lindsay, G. (2012). Characterizing optimal intervention intensity: The relationship between dosage and effect size in interventions for children with developmental speech and language difficulties. International Journal of Speech-Language Pathology, 14, 471–477.
   PubMed Web of Science ®Google Scholar
• Zimmerman, I., Steiner, V., & Pond, R. (2002). Preschool Language Scale, Fourth Edition (PLS-4) Australian Language Adapted. Sydney, NSW: Pearson.
   Google Scholar