Journal
LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS
Volume 48, Issue 1, Pages 16-30Publisher
AMER SPEECH-LANGUAGE-HEARING ASSOC
DOI: 10.1044/2016_LSHSS-16-0014
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Funding
- National Institutes of Health [DC012824, DC05803, HD02528, NCATS-UL1TR000001]
- Center for Biobehavioral Neurosciences of Communication Disorders [DC05803]
- Research Design and Analysis Unit of the Lifespan Institute [HD02528]
- Heartland Institute for Clinical and Translational Research [NCATS-UL1TR000001]
- Word and Sound Learning Lab [DC012824]
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Purpose: This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response. Method: An escalation design adapted from nontoxic drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) was used in this Phase I/II preliminary clinical trial. A total of 27 kindergarten children with SLI were randomized to 1 of 4 intensities of interactive book reading: 12, 24, 36, or 48 exposures. Word learning was monitored through a definition task 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 pretreatment 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 response: 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.
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