Ebbels Susan H, Gadd Mollie, Nicoll Hilary, Hughes Lucy, Dawson Nicola, Burke Caroline, Calder Samuel D, Frizelle Pauline
Moor House Research and Training Institute, Moor House School & College, Oxted, United Kingdom.
Division of Psychology and Language, University College London, United Kingdom.
Lang Speech Hear Serv Sch. 2024 Jul;55(3):803-837. doi: 10.1044/2024_LSHSS-23-00098. Epub 2024 Jun 19.
We investigated the effectiveness of a highly individualized morphosyntactic intervention using the SHAPE CODING™ system delivered at different dosages.
Eight children with developmental language disorder aged 8;0-10;10 (years;months) received 10 hr of explicit individualized intervention for morphosyntax delivered in 30-min individual sessions once per week for 20 weeks. Following at least four baseline probe tests, two grammatical targets per session received explicit instruction until they reached criterion (90%), when the next target was introduced. To control for session length and teaching episode density, either both targets received 20 teaching episodes per session or one target received 10 teaching episodes and the other 30. Maintenance testing of completed targets was also carried out.
Scores on probe tests post-intervention were significantly higher than during the baseline phase ( = 1.6) with no change during the baseline or maintenance phases. However, progress during the intervention phase was highly significant. One participant showed significantly faster progress with intervention, while one (with the lowest attention score) made little progress. When considering progress relative to cumulative intervention sessions, progress was faster with 30 teaching episodes per session and slower with 10. However, when cumulative teaching episodes were used as the predictor, all three within-session dosages showed very similar rates of progress, with the odds of a correct response increasing by 3.9% for each teaching episode. The targets that were achieved required an average of 40-60 teaching episodes.
With the exception of one participant, the individualized intervention was highly effective and efficient. Thus, the individualized target identification process and intervention method merit further research in a larger group of children. The cumulative number of teaching episodes per target provided across sessions appeared to be key. Thus, clinicians should aim for high teaching episode rates, particularly if the number of sessions is constrained. Otherwise, intervention scheduling can be flexible.
我们研究了使用SHAPE CODING™系统以不同剂量进行高度个体化的形态句法干预的效果。
八名年龄在8岁0个月至10岁10个月的发育性语言障碍儿童接受了为期20周的明确个体化形态句法干预，共10小时，每周进行一次30分钟的个体课程。在至少进行四次基线探测测试后，每次课程针对两个语法目标进行明确指导，直到达到标准（90%），然后引入下一个目标。为了控制课程时长和教学片段密度，每次课程的两个目标要么都接受20个教学片段，要么一个目标接受10个教学片段，另一个接受30个教学片段。还对已完成目标进行了维持测试。
干预后探测测试的分数显著高于基线阶段（=1.6），基线阶段或维持阶段无变化。然而，干预阶段的进展非常显著。一名参与者在干预下进展明显更快，而一名（注意力得分最低）进展甚微。当考虑相对于累积干预课程的进展时，每次课程30个教学片段时进展更快，10个教学片段时进展较慢。然而，当以累积教学片段作为预测指标时，所有三种课程内剂量的进展速度非常相似，每个教学片段正确反应的几率增加3.9%。达到的目标平均需要40 - 60个教学片段。
除一名参与者外，个体化干预非常有效且高效。因此，个体化目标识别过程和干预方法值得在更大规模的儿童群体中进一步研究。每次课程针对每个目标提供的教学片段累积数量似乎是关键。因此，临床医生应追求高教学片段率，特别是在课程数量受限的情况下。否则，干预安排可以灵活调整。
