Implications of the critical age hypothesis for the goal of preschool speech-language services

Transcription

1 Implications of the critical age hypothesis for the goal of preschool speech-language services Susan Rvachew School of Communication Sciences and Disorders McGill University

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5 Speech Sound Disorders Otherwise normal children who produce many more articulation errors than would be expected for their age. Him gonna put the baby back in the stroller.

6 First Grade Nonword Reading Typical Resolved Persistent

7 Speech Therapy + Speech Perception Intervention versus Regular Speech Therapy Intervention Alone EXPERIMENTAL CONTROL Pretreatment Assessment Speech Therapy Perception Training Post-treatment Assessment Follow-up Assessment Pretreatment Assessment Speech Therapy Literacy Enjoyment Post-treatment Assessment Follow-up Assessment

8 Number of Speech Errors control experimental % resolved Pretreatment Post-treatment Follow-up 19% resolved

9 5-yr-old story (typical language) What do you see happening here? The dog is digging a bone so nobody can t find it and then the dog leaves it. And then the squirrel comes and digs and he gets it.

10 5-yr-old story (SLI) So tell me, what happens here? A puppy bring him bone. And then what? Him walk away. He walks away. Then that digging it. Who is? What s that? I don t know. It s a squirrel. Squirrel digging. Then he find the bone.

11 Reading Outcomes 15 yrs Typical Resolved SLI Persistent SLI

12 Developmental Sentence Scores 6.0 Control Clinician focused stimulation 36% Parent focused stimulation Clinician imitation based 60% Pretreatment Post-treatment

13 Implications For preschool programs Identification/referral Language input by child care workers Child access to language input (intake) For speech and language therapy Access to speech and language services Goal of preschool interventions Evidence based practice Embedded research programs

14 References Brownlee, E. B., Beitchman, J. H., Escobar, M., Young, A. R., Atkinson, L., Johnson, C., et al. (2004). Early language impairment and young adult delinguent and aggressive behavior. Journal of Abnormal Child Psychology, 32(4), Snowling, M. J., Bishop, D. V. M., & Stothard, S. E. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry, 41(5), Nathan, L., Stackhouse, J., Goulandris, N., & Snowling, M. J. (2004). The development of early literacy skills among children with speech difficulties: A test of the "critical age hypothesis". Journal of Speech, Language, and Hearing Research, 47, Rvachew, Nowak, & Cloutier. Effect of Phonemic Perception Training on the Speech Production and Phonological Awareness Skills of Children with Expressive Phonological Delay. American Journal of Speech-Language Pathology. Stothard, S. E., Snowling, M. J., Bishop, D. V. M., Chipchase, B. B., & Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research, 41, Fey, M. E., Cleave, P. L., Long, S. H., & Hughes, D. (1993). Two approaches to the facilitation of grammar in children with language impairment: An experimental evaluation. Journal of Speech and Hearing Research, 36, Cole, K. N., & Dale, P. S. (1986). Direct language instruction and interactive language instruction with language delayed preschool children: A comparison study. Journal of Speech and Hearing Research, 29,

15 Acknowledgments Canadian Language and Literacy Research Network. Alberta Children s Hospital Foundation Alberta Children s Hospital Jill Newman, Michele Nowak, Patty Delaney-Bernier, Susan Rafaat Children s Hospital of Eastern Ontario Dr. Robin Gaines Carleton University, Ottawa-Carleton School Boards Dr. Monique Sénéchal, Dr. Eleanor Thomas Lester B. Pearson School Board McGill University Genevieve Cloutier, Natalia Evans, Meghann Grawburg, Joan Heyding, Debbie Hughes, Kelly Montgomery, S-LP(C), Alyssa Ohberg, Rishanthi Sivakumaran, Alysha Serviss, and Jessica Whitley