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    Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response

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    Storkel_Voelmle_etal_InPress_LSHSS_article.pdf (709.5Kb)
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    Issue Date
    2016-05-27
    Author
    Storkel, Holly L.
    Voelmle, Krista A.
    Fierro, Veronica
    Flake, Kelsey
    Fleming, Kandace
    Romine, Rebecca Swinburne
    Publisher
    American Speech-Language-Hearing Association
    Type
    Article
    Article Version
    Scholarly/refereed, publisher version
    Rights
    Copyright © 2016 American Speech-Language-Hearing Association
    Metadata
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    Abstract
    Purpose. This study seeks to identify an adequate intensity of interactive book reading for new word learning by children with SLI and to examine variability in treatment response. Method. An escalation design adapted from non-toxic drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) was used in this Phase I/II Preliminary Clinical Trial. Specifically, 27 kindergarten children with SLI were randomized to one of four intensities of interactive book reading: 12, 24, 36, or 48 exposures. Word learning was monitored through a definition and a naming task. An intensity response curve was examined to identify the adequate intensity. Correlations and classification accuracy were used to examine variation in response to treatment relative to pre-treatment and early treatment measures. Results. Response to treatment improved as intensity increased from 12 to 24 to 36 exposures and then no further improvements were observed as intensity increased to 48 exposures. There was variability in treatment responding: children with poor phonological awareness, low vocabulary, and/or poor nonword repetition were less likely to respond to treatment. Conclusion. The adequate intensity for this version of interactive book reading was 36 exposures, but further development of the treatment is needed to increase the benefit for children with SLI.
    URI
    http://hdl.handle.net/1808/22552
    DOI
    https://doi.org/10.1044/2016_LSHSS-16-0014
    Collections
    • Word & Sound Learning Lab Scholarly Works [60]
    Citation
    Storkel, H. L., Voelmle, K., Fierro, V., Flake, K., Fleming, K. K., & Romine, R. S. (2016). Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response. Lang Speech Hear Serv Sch, [Advance online publication], 1-15. doi: 10.1044/2016_LSHSS-16-0014.

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    KU Libraries
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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