Targets and Techniques of Vocabulary Intervention For Children With Language Impairment
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Date
2011-06
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Publisher
The Ohio State University
Abstract
Early identification and intervention is key to increasing the language skills of young children with disabilities. Speech-language pathologists (SLPs) address the language needs of children with language impairment (LI) who receive school-based therapy. This research was conducted to learn about the focus on vocabulary in school-based therapy sessions of children with LI. Specifically, this study examined the amount of time SLPs address vocabulary in therapy sessions and different techniques they use to help those children acquire vocabulary. An additional focus was determining whether children’s vocabulary skills were associated with the amount of time spent on vocabulary skills and the techniques used to teach that vocabulary during therapy. The therapy sessions of nine children with LI were coded using the Language Intervention Observation Scale (LIOS) and data related to vocabulary was extracted from the coded videos. Results showed that about 25% of therapy time is spent on vocabulary and a variety of techniques are used. Results also showed that there is no correlation between the time spent on vocabulary or the techniques used and children’s vocabulary scores. Future research on how specific techniques improve the vocabulary skills of children with LI is needed.
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Keywords
children with language impairment, speech therapy in schools