Narrative Discourse Intervention for School-Aged Children With Language Impairment

Gillam, Sandra Laing; Gillam, Ronald B.

doi:10.1097/tld.0000000000000081

Cited by 53 publications

(39 citation statements)

References 24 publications

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“…Whilst narratives have been employed effectively in interventions with pre-and primary school-aged children with language disorder (e.g., Davies et al 2004, Gillam et al 2018, Gillam and Gillam 2016, Swanson et al 2005, there are limited narrative intervention studies with adolescents. In a systematic review of narrativebased language interventions with children with language impairment conducted by Petersen (2011), only one of nine studies included older children with this study focusing on expressing oral and written narratives (Gillam et al 1995).…”

Section: Narrative Interventionsmentioning

confidence: 99%

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Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial

Joffe

Rixon

Hulme

2019

Intl J Lang & Comm Disor

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Background Although language and communication difficulties are common in secondary school students, there has been limited research into the efficacy of interventions for adolescents with language and communication difficulties. Aims To investigate the efficacy of teaching assistant (TA)‐delivered narrative and vocabulary interventions to mainstream secondary school‐aged students with language disorder. Methods & Procedures A randomized controlled trial (RCT) of a language and communication intervention was used to evaluate the efficacy of vocabulary and narrative interventions to improve the vocabulary and narrative performance of adolescents (mean age = 12.8 years) with language disorder. The language and communication programmes (narrative, vocabulary and combined narrative and vocabulary) were delivered by TAs in the classroom, three times per week, for 45–60 min each, over 6 weeks, totalling 18 sessions. Standardized and intervention‐specific measures were used as outcomes. Outcomes & Results Twenty‐one schools with 358 eligible participants were recruited. The three intervention groups showed significant improvements ( d = .296) on a narrative latent variable defined by a standardized narrative assessment (the Expression, Reception and Recall of Narrative Instrument—ERRNI), but there were no significant improvements on an overall vocabulary latent variable compared with the waiting control group. Differential effects were found on some non‐standardized intervention‐specific measures with the narrative group making significantly more progress on narrative tasks compared with the waiting control group, the vocabulary group showing the same pattern on specific vocabulary tasks, and the combined narrative and vocabulary group making significantly more progress on some of the intervention‐specific narrative, and all the intervention‐specific vocabulary outcomes compared with the waiting control group. Conclusions & Implications It is possible to improve narrative but not vocabulary skills, as assessed by standardized measures, in secondary school students with a relatively brief group TA‐delivered intervention. There were differential effects for both narrative and vocabulary with intervention‐specific measures. Future work is required to explore whether more intensive and longer lasting interventions would be more effective and to identify which students in this age group are most likely to benefit from such interventions.

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Section: Narrative Interventionsmentioning

confidence: 99%

“…, Gillam et al . , Gillam and Gillam , Swanson et al . ), there are limited narrative intervention studies with adolescents.…”

Section: Introductionmentioning

confidence: 99%

Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial

Joffe

Rixon

Hulme

2019

Intl J Lang & Comm Disor

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“…The results did not indicate that the effect of the applied treatment depended on the study group; that is, there seemed to be no interaction 3 between the study groups and the timing of evaluation (F [1,12] = 0.488, p = 0.498).…”

Section: Mixed Repeated Measures Anova Percentage Of Correct Consonantsmentioning

confidence: 86%

“…Narrative-based intervention is becoming an alternative language approach for speech-language therapists (SLT) because of their social and academic importance, allowing more diverse and motivating responses for preschool and school-aged children with language impairments [1][2][3].…”

Section: Introductionmentioning

confidence: 99%

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Effects of the Narrative Intervention Program for Preschool Portuguese Children

Lourenço

Rocha

Peixoto

et al. 2019

Folia Phoniatr Logop

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Objective: This article analyzes the contribution of a narrative intervention program in linguistic performance (measured by the percentage of correct consonants [PCC], mean length of utterance [MLU], and auditory memory [AM]) of children. Patients and Methods: A group of 14 children with primary language impairments participated in this study. The children were divided into two groups (seven children in each): the narrative intervention group (experimental group) and the control group. All children were treated by the same speech-language therapist. The narrative intervention program consisted of eight weekly group sessions. Outcome measures of PCC, MLU, and AM (of pseudowords, words, sentences, and orders) were taken before and after intervention. A qualitative assessment of the intervention effects from the perspective of the children's parents was also included. Results: The results suggest improvements in PCC and MLU but no support for intervention effectiveness on these measures. In AM, the results indicate a significant intervention effect on words and orders. Parents reported in-tervention to be favorable/very favorable. Conclusion: The narrative intervention program was effective in enhancing children's AM. However, further investigation is required to provide clinical evidence for speech and language therapists to employ this program for children with primary language impairments.

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Narrativity in Instructional Communication

Ropo¹,

Yrjänäinen²

2020

The Handbook of Applied Communication Research

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Narrative Discourse Intervention for School-Aged Children With Language Impairment

Cited by 53 publications

References 24 publications

Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial

Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial

Effects of the Narrative Intervention Program for Preschool Portuguese Children

Narrativity in Instructional Communication

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