Understanding differing outcomes from semantic and phonological interventions with children with word-finding difficulties: A group and case series study

Best, Wendy; Hughes, Lucy; Masterson, Jackie; Thomas, Michael S. C.; Howard, David; Kapikian, Anna; Shobbrook, Kate

doi:10.1016/j.cortex.2020.09.030

Cited by 6 publications

(23 citation statements)

References 39 publications

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“…The authors conclude that the phonological-semantic approach showed the greatest effectiveness, regardless of whether the delivery model was individual, in small or large groups. This meta-analysis confirmed the results of several empirical studies in elementary-aged children with DLD or learning a second language (Best et al, 2021;Bragard et al, 2012;St John and Vance, 2014) in showing that approaches which provide both semantic and phonological information about words yield the greatest effect sizes in intervention. In addition, four of the seven studies that combined the two approaches found generalization effects in the form of gains on standardized tests, such as picture naming, sentence completion, word finding following a definition, category naming, or forced-choice picture-word matching.…”

Section: Vocabulary Interventionsupporting

confidence: 81%

“…Another reason to account for the results of Child 6, who displayed no difference between pre- and posttest for the school materials and vegetables lists, was that s/he was the youngest child of the class (6 years old), the most deficient in the language (including phonology) and the least proficient in reading. Thus, this child may not have benefited from the orthographic and phonological cues because of his/her severe phonological difficulties As Best et al (2021) suggested, outcomes are dependent on the degree of children's deficits. For example, children with phonological deficits will have more difficulty using phonological cues to construct vocabulary.…”

Section: Discussionmentioning

confidence: 95%

“…Developmental language disorder (DLD) is a persistent disorder that affects both expressive and receptive language and interferes with communication in daily life (Bishop et al, 2016). People with DLD are a heterogeneous group with difficulties that may vary from one individual to another.…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of a group intervention for lexical enrichment in 6-to-10-year-old children with developmental language disorder

Ardanouy,

Delage,

Zesiger

2023

Child Language Teaching and Therapy

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Many children with developmental language disorder (DLD) have a vocabulary deficit. One of the most effective interventions for increasing children's lexicon size is the semantic and phonological approach, an approach that has been used mainly with adolescents. The goals of our study are (1) to test whether the semantic-phonological approach coupled with rich vocabulary instruction is effective with younger children with DLD on words learned during the training and (2) to check whether the gains can be maintained over the long term. A group of eight French-speaking children (aged 6 to 10), with a diagnosis of DLD, underwent a phonological-semantic group intervention over 5 months. Four lists (vegetables, animals, school materials, and sports) of words were trained, each category involving 3-hour sessions. Five-word lists (L1, L2, L3, L4, and L5) corresponded to the four trained categories and one served as control. When L1 words were trained, L2 served as the control list; then when L2 words were trained, L3 was the control list, and so on. The group results indicated significant improvement on the four trained lists once intervention was introduced, and no improvement on the control lists. All effects were maintained over the long term at the delayed posttest. Individual outcomes were dependent on children's cognitive and language profiles. Vocabulary training thus allowed young French-speaking children with DLD to enrich their vocabulary on specific measures. The implications of the results are discussed at the group and individual level.

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Section: Vocabulary Interventionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 95%

See 1 more Smart Citation

Effectiveness of a group intervention for lexical enrichment in 6-to-10-year-old children with developmental language disorder

Ardanouy,

Delage,

Zesiger

2023

Child Language Teaching and Therapy

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“…Research on children with WF difficulties has suggested that problems could arise at different levels of the classic speech production models and non-word repetition may be a key task in the identification of the level of breakdown (Best et al 2021). Most studies have focused on a semantic or a phonological level of deficit for WF difficulties and have suggested that semantic or phonological profiles of WF difficulties may exist (Bragard et al 2012;German 2015;German et al 2012).…”

Section: Non-word Repetitionmentioning

confidence: 99%

“…In this context, non‐word repetition may be useful by allowing the examiner to determine if WF difficulties are due to problems at the phonological level (Best et al. 2021; Constable et al. 1997).…”

Section: Introductionmentioning

confidence: 99%

Word‐finding behaviours in narration for typically developing French speakers of school age

Bédard

MacLeod

Trudeau

2022

Intl J Lang & Comm Disor

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Background: Research in word-finding difficulties is sparse, especially in languages other than English. As a result, the factors associated with the frequency of word-finding behaviours are poorly understood, particularly in discourse.Aims: This exploratory study is the first to collect data relative to the expected frequency of word-finding behaviours in narration for French speakers aged 7-12 years old with typical development; and (2) to identify the factors associated with the frequency of word-finding behaviours in narration. We hypothesized that sociodemographic characteristics, language abilities and characteristics of the spoken productions could be linked to word-finding behaviours. Methods & Procedures:The participants consisted of 61 French-speaking children aged 7-12 years old (M = 9;09 years, SD = 1;06 years) with typical development. Children were asked to complete a receptive vocabulary task, a non-word-repetition task and two narrative tasks. The children's narrative samples were coded using a discourse analysis of word-finding behaviours, as described by Diane J. German.Outcomes & Results: Participants produced 39% of T-units with least one wordfinding behaviour, which included relatively frequent use of repetitions and word reformulations. Regression analyses revealed that the participants' gender was the only significant variable associated with the frequency of word-finding behaviours in narration. Boys produced a higher percentage of T-units with at least one word-finding behaviour. Post-hoc analyses suggested that gender differences reflected differences in repetitions and word reformulations. Boys and girls did not differ on any other language measures collected.Conclusions & Implications: Speech-language pathologists may want to take into account a child's gender when assessing word-finding difficulties in narration. Additional studies are needed to understand whether this finding extends to other word-finding tasks and to children with word-finding difficulties.

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The Cerebellar Mutism Syndrome: Risk Assessment, Prevention and Treatment

Grønbæk

Thomsen

Persson

et al. 2023

Advances and Technical Standards in Neurosurgery

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Understanding differing outcomes from semantic and phonological interventions with children with word-finding difficulties: A group and case series study

Cited by 6 publications

References 39 publications

Effectiveness of a group intervention for lexical enrichment in 6-to-10-year-old children with developmental language disorder

Effectiveness of a group intervention for lexical enrichment in 6-to-10-year-old children with developmental language disorder

Word‐finding behaviours in narration for typically developing French speakers of school age

The Cerebellar Mutism Syndrome: Risk Assessment, Prevention and Treatment

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