Purpose
The current study used an intervention design to test the hypothesis that
parent input sentences with diverse lexical noun phrase (NP) subjects would accelerate
growth in children’s sentence diversity.
Method
Child growth in third person sentence diversity was modeled from 21 to 30
months (n = 38) in conversational language samples obtained at
21, 24, 27, and 30 months. Treatment parents (n = 19) received
instruction on strategies designed to increase lexical NP subjects (e.g.,
The baby is sleeping.). Instruction
consisted of one group education session and two individual coaching sessions which took
place when children were approximately 22 to 23 months of age.
Results
Treatment substantially increased parents’ lexical NP subject tokens
and types (ηp2 ≥ .45) compared to
controls. Children’s number of different words was a significant predictor of
sentence diversity in the analyses of group treatment effects and individual input
effects. Treatment condition was not a significant predictor of treatment effects on
children’s sentence diversity, but parents’ lexical NP subject types was
a significant predictor of children’s sentence diversity growth, even after
controlling for children’s number of different words over time.
Conclusions
These findings establish a link between subject diversity in parent input and
children’s early grammatical growth, and the feasibility of using relatively
simple strategies to alter this specific grammatical property of parent language
input.
Purpose:
The purpose of this article is to introduce clinicians to an approach for assessing toddlers' sentence diversity and using criterion-referenced expectations to identify toddlers at-risk for clinically significant delays in grammatical development between 30 and 36 months of age.
Method:
Five at-risk toddlers were identified from an archival database. Mean length of utterance (MLU), grammatical complexity, and sentence diversity measures at 30 months of age were then used to evaluate the grammatical abilities of the at-risk children.
Results:
Three participants had MLUs of 1.50 or more standard deviations below the mean which alone would be sufficient for raising clinical concern. Although the other two toddlers had MLUs above 1.50, assessment of sentence diversity identified them as at-risk. The sentence diversity findings were also consistent with low grammatical complexity scores.
Discussion:
The clinical usefulness of a sentence-focused approach for assessment, intervention planning, and progress monitoring are discussed.
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