Training Secondary School Teachers in Instructional Language Modification Techniques to Support Adolescents With Language Impairment: A Randomized Controlled Trial PurposeThis study evaluated the efficacy of a collaborative intervention where a speech-language pathologist (SLP) trained mainstream secondary school teachers to make modifications to their oral and written instructional language. The trained teachers' uptake of techniques in their whole-class teaching practices and the impact this had on the language abilities of ... Clinical Forum: Language and Communication Disorders in Adolescents
Clinical Forum: Language and Communication Disorders in Adolescents  |   October 2012
Training Secondary School Teachers in Instructional Language Modification Techniques to Support Adolescents With Language Impairment: A Randomized Controlled Trial
 
Author Affiliations & Notes
  • Julia Starling
    The University of Sydney, Australia
  • Natalie Munro
    The University of Sydney, Australia
  • Leanne Togher
    The University of Sydney, Australia
  • Joanne Arciuli
    The University of Sydney, Australia
  • Correspondence to Julia Starling: Julia.Starling@sydney.edu.au
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Shari Robertson
    Associate Editor: Shari Robertson×
  • © 2012 American Speech-Language-Hearing Association
Article Information
School-Based Settings / Language Disorders / Attention, Memory & Executive Functions
Clinical Forum: Language and Communication Disorders in Adolescents   |   October 2012
Training Secondary School Teachers in Instructional Language Modification Techniques to Support Adolescents With Language Impairment: A Randomized Controlled Trial
Language, Speech, and Hearing Services in Schools, October 2012, Vol. 43, 474-495. doi:10.1044/0161-1461(2012/11-0066)
History: Received August 31, 2011 , Revised January 20, 2012 , Accepted January 27, 2012
 
Language, Speech, and Hearing Services in Schools, October 2012, Vol. 43, 474-495. doi:10.1044/0161-1461(2012/11-0066)
History: Received August 31, 2011; Revised January 20, 2012; Accepted January 27, 2012
Web of Science® Times Cited: 4
ACKNOWLEDGMENTS
This study was completed in partial fulfillment for a PhD by Julia Starling at The University of Sydney, Australia. Funding for this study was provided by The Jack Bloomfield Scholarship (SPELD-NSW) and Speech Pathology Australia. We would like to acknowledge the valuable contribution of the staff and students at the schools involved in the study, as well as the many RAs who collected and coded data. We also thank Rob Heard for his assistance with statistical analysis.

PurposeThis study evaluated the efficacy of a collaborative intervention where a speech-language pathologist (SLP) trained mainstream secondary school teachers to make modifications to their oral and written instructional language. The trained teachers' uptake of techniques in their whole-class teaching practices and the impact this had on the language abilities of students with language impairment (LI) were evaluated.

MethodTwo secondary schools were randomly assigned to either a trained or a control condition. A cohort of 13 teachers (7 trained and 6 control) and 43 Year 8 students with LI (21 trained and 22 control) were tested at pre, post, and follow-up times—teachers by structured interview and students by standardized spoken and written language assessments.

ResultsSignificantly increased use of the language modification techniques by the trained teachers was observed when compared to the control group of untrained teachers, with this increased use maintained over time. Results from the trained group of students showed a significant improvement in written expression and listening comprehension relative to the control group of students.

ConclusionThis randomized controlled trial is one of the first investigations to evaluate a collaborative intervention that links changes in mainstream secondary teachers' instructional language practices with improvements in the language abilities of adolescents with LI.

Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access