Grammar intervention in children with specific language impairment: an integrative literature review
La intervención gramatical en los niños con trastorno específico del lenguaje: una revisión integrativa de la literatura
Carmen Julia Coloma Tirapegui; Daniela Paz Rojas Contreras; Zulema del Carmen de Barbieri Ortiz
Abstract
Aim: to review the literature reporting grammar-based interventions designed to improve morphosyntactic skills among children with specific language impairment (SLI).
Methods: several studies reporting grammar-based interventions were analyzed. The criteria for selecting the articles were determined as follows: a) publication date within the last ten years; b) studies that reported a grammar-based intervention; c) groups of study constituted by children with SLI, aged 3.0 to 12.0 years; d) design including Pre and Post measures; e) articles reporting quantitative/qualitative data analyses. The databases selected for this review were: Lilacs, PubMed, Embase, Scopus, ISI-Web of Science, and EBSCOhost.
Results: most studies reported interventions focused on expressive grammar, providing no particular details about the specific grammar contents considered. Interventions usually consisted of implicit approaches implemented as individual therapy. Studies reported children with SLI as generally improving on intervened skills.
Conclusion: all of the grammar-based intervention programs described in the selected studies, seemed to be equally adequate when working with children with SLI.
Keywords
Resumen
Objetivo: revisar la literatura que aborda la intervención gramatical destinada a incrementar las habilidades morfosintácticas en niños con TEL.
Métodos: se analizaron diferentes artículos que exponían el tema de la intervención gramatical en niños con TEL. Los criterios de selección fueron: a) ser publicados en los últimos 10 años, b) exponer la aplicación de un programa gramatical, c) contar con un grupo de estudio constituido por niños con TEL, cuyas edades fluctuaran entre 3.0 y 12.0 años, d) considerar evaluaciones previas y posteriores a la aplicación y e) informar sobre los análisis cualitativo o cuantitativo utilizados para la obtención de los resultados. Las bases de datos utilizadas fueron: Lilacs, Pubmed, Embase, Scopus, ISI-Web of Science y EBSCOhost.
Resultados: la mayoría de las investigaciones muestran una tendencia a trabajar la gramática expresiva, sin definir contenidos específicos. Las aplicaciones propenden a usar un enfoque implícito en un modo de terapia individual. Los estudios señalan que los niños con TEL tienden a beneficiarse de la intervención implementada.
Conclusión: los trabajos analizados no permiten identificar un tipo de intervención gramatical que sea más apropiado para los niños con TEL.
Palabras clave
References
1. Ullman M, Pierpont E. Specific language impairment is not specific to language: the procedural deficit hypothesis. Cortex. 2005;41(3):399-433.
2. Tomblin J, Records N, Buckwalter P, Zhang X, Smith E, O'Brien M. Prevalence of specific language impairment in kindergarten children. J Speech Lang Hear Res. 1997;40(6):1245-60.
3. Leonard LB. Children with specific language impairment. 1°ed. Cambridge (MA): MIT Press;1998.
4. Stothard S, Snowling M, Bishop D, Chipchase B, Kaplan C. Language-impaired preschoolers. J Speech Lang Hear Res. 1998;41(2):407-18.
5. Johnson C, Beitchman J, Young A, Escobar M, Atkinson L, Wilson B et al. Fourteen-year follow-up of children with and without speech/language impairments. J Speech Lang Hear Res. 1999;42(3):744-60.
6. Aguado G. Apuntes acerca de la investigación sobre el TEL. Rev Logop Foniatr Audiol. 2002;22(2):78-90.
7. Schwartz R. Specific language impairment. In: Schwartz R (ed). Handbook of child language disorders. New York: Psychology Press; 2009.
8. Bishop DVM. Uncommon understanding: development and disorders of language comprehension in children. East Sussex: Psychology Press; 1997.
9. Coloma C. Sintaxis compleja y discurso narrativo en escolares con Trastorno Específico del Lenguaje (TEL) [tesis]. Granada (España): Universidad de Granada; 2014.
10. Leonard L. Some reflections on the study of children with specific language impairment. Child Lang Teach Ther. 2009;25(2):169-71.
11. Norbury C, Bishop D, Briscoe J. Production of english finite verb morphology. J Speech Lang Hear Res. 2001;44(1):165-78.
12. Anderson R, Souto S. The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment. Appl Psycholinguist. 2005;26(04):621-47.
13. Bedore L, Leonard L. Verb inflections and noun phrase morphology in the spontaneous speech of Spanish-speaking children with specific language impairment. Appl Psycholinguist. 2005;26(02):195-225.
14. Morgan G, Restrepo M, Auza A. Comparison of Spanish morphology in monolingual and Spanish-English bilingual children with and without language impairment. Biling Lang Cogn. 2013;16(03):578-96.
15. Kamhi A. Improving clinical practices for children with language and learning disorders. Lang Speech Hear Ser. 2014;45(2):92-103.
16. Ebbels S. Effectiveness of intervention for grammar in school-aged children with primary language impairments: a review of the evidence. Child Lang Teach Ther. 2014;30(1):7-40.
17. Cleave P, Becker S, Curran M, Owen A, Fey M. The efficacy of recasts in language intervention: A systematic review and meta-analysis. Am J Speech Lang Pathol. 2015;24(2):237-55.
18. Ebbels S. Teaching grammar to school-aged children with specific language impairment using Shape Coding. Child Lang Teach Ther. 2007;23(1):67-93.
19. Finestack L, Satterlund K. Current practice of child grammar intervention: a survey of speech-language pathologists. Am J Speech Lang Pathol. 2018;27(4):1329-51.
20. Whittemore R, Knafl K. The integrative review: updated methodology. J Adv Nurs. 2005;52(5):546-53.
21. Botelho L, Cunha C, Macedo M. O método da revisão integrativa nos estudos organizacionais. Gest Soc. 2011;5(11):121-36.
22. Tyler A, Lewis K, Haskill A, Tolbert L. Outcomes of different speech and language goal attack strategies. J Speech Lang Hear Res. 2003;46(5):1077-94.
23. Leonard L, Camarata S, Pawlowska M, Brown B, Camarata M. The acquisition of tense and agreement morphemes by children with specific language impairment during intervention: phase 3. J Speech Lang Hear Res. 2008;51(1):120-5.
24. Leonard L, Haebig H, Deevy P, Brown B. Tracking the growth of tense and agreement in children with specific language impairment: differences between measures of accuracy, diversity, and productivity. J Speech Lang Hear R. 2017;60:3590-600.
25. Motsch H, Riehemann S. Effects of 'Context-Optimization' on the acquisition of grammatical case in children with specific language impairment: an experimental evaluation in the classroom. Int J Lang Commun Disord. 2008;43(6):683-98.
26. Camarata S, Nelson K, Gillum H, Camarata M. Incidental receptive language growth associated with expressive grammar intervention in SLI. First Lang. 2009;29(1):51-63.
27. Yoder P, Molfese D, Gardner E. Initial mean length of utterance predicts the relative efficacy of two grammatical treatments in preschoolers with specific language impairment. J Speech Lang Hear Res. 2011;54(4):1170-81.
28. Yoder P, Molfese D, Murray M, Key A. Normative topographic ERP analyses of speed of speech processing and grammar before and after grammatical treatment. Dev Neuropsychol. 2013;38(8):514-33.
29. Gallego JL. La enseñanza de habilidades lingüísticas en morfosintaxis: evaluación de un programa de intervención. Educ XXI. 2012;15(2):133-58.
30. Levy H, Friedmann N. Treatment of syntactic movement in syntactic SLI: A case study. First Lang. 2009;29(1):15-49.
31. Owen A, Leonard L. Pronouns and Agreement in Child Specific Language Impairment. J Commun Disord. 2006;39(3):233-54.
32. Sahlén B, Reuterskiöld-Wagner C, Nettelbladt U, Radeborg K. Language therapy in a child with putative working memory limitations: a 4 year follow-up. Logopedics Phonatrics Vocology. 1999;24(3):105-19.
33. Smith-Lock K, Leitão S, Lambert L, Nickels L. Effective intervention for expressive grammar in children with specific language impairment. Int J Lang Commun Disord. 2013;48(3):265-82.
34. Washington K, Warr-Leeper G. Visual support in intervention for preschoolers with specific language impairment. Top Lang Disord. 2013;33(4):347-65.
35. Smith-Lock K, Leitão S, Lambert L, Prior P, Dunn A, Cronje J et al. Daily or weekly? The role of treatment frequency in the effectiveness of grammar treatment for children with specific language impairment. Int J Speech Lang Pathol. 2013;15(3):255-67.
36. Smith-Lock KM, Leitao S, Lambert L, Nickels L. Effective intervention for expressive grammar in children with specific language impairment. Int J Lang Commun Disord. 2013;48(3):265-82.
37. Smith-Lock KM, Leitão S, Prior P, Nickelsa L. The effectiveness of two grammar treatment procedures for children with SLI: a randomized clinical trial. Lang Speech Hear Ser. 2015;46(4):312-24.
38. Plante E, Ogilvie T, Vance R, Aguilar J, Dailey N, Meyers C et al. Variability in the language input to children enhances learning in a treatment context. Am J Speech Lang Pathol. 2014;23(4):530-46.
39. Hsu HJ, Bishop D. Training understanding of reversible sentences: a study comparing language-impaired children with age-matched and grammar-matched controls. Peer J. 2014;2:e656.
40. Zwitserlood R, Wijnen F, van Weerdenburg M, Verhoeven L. 'MetaTaal': enhancing complex syntax in children with specific language impairment-a metalinguistic and multimodal approach. Int J Lang Commun Disor. 2015;50(3):273-97.
41. Meyers-Denman Ch, Plante E. Dose schedule and enhanced conversational recast treatment for children with specific language impairment. Am J Speech Lang Pathol. 2016;25(4S):S793-S805.
42. Calder S, Claessen M, Leitão S. Combining implicit and explicit intervention approaches to target grammar in young children with developmental language disorder. Child Lang Teach Ther. 2018;34(2):171-89.
43. Riches N. Complex Sentence Profiles in Children with Specific Language Impairment: Are They Really Atypical? J Speech Lang Hear Res. 2017;60(1):19-29.
44. Tyler A, Lewis K, Haskill A, Tolbert L. Efficacy and cross-domain effects of a morphosyntax and a phonology intervention. Lang Speech Hear Ser. 2002;33(1):52-66.
45. Acosta V, Hernández S, Ramírez G. Efectos de una intervención en estrategias narrativas y actividades morfosintácticas para mejorar habilidades gramaticales de alumnado con trastorno específico del lenguaje (TEL). Revista de Psicodidáctica. 2018;23(1):48-55.
46. Eidsvåg S, Plante E, Oglivie T, Privette CH, Mailend M. Individual versus small group treatment of morphological errors for children with developmental language disorder. Lang Speech Hear Ser. 2019;50:237-52.
47. Proctor-Williams K, Fey M. Recast density and acquisition of novel irregular past tense verbs. J Speech Lang Hear Res. 2007;50(4):1029-47.
Submitted date:
05/30/2019
Accepted date:
10/07/2019
Facebook
Twitter
LinkedIn
Mendeley
Email