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

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.