What Works in Therapy: Further Thoughts on Improving Clinical Practice for Children With Language Disorders PurposeIn this response to Kamhi (2014), the author reviewed research about what does and does not help children with language impairment (LI) to learn grammatical features and considered how that research might inform clinical practice.MethodThe author reviewed studies about therapy dose (the number of learning episodes per session) and dose ... Clinical Forum
Clinical Forum  |   April 2014
What Works in Therapy: Further Thoughts on Improving Clinical Practice for Children With Language Disorders
 
Author Affiliations & Notes
  • Sarita Eisenberg
    Montclair State University, NJ
  • Disclosure:The author has declared that no competing interests existed at the time of publication.
    Disclosure:The author has declared that no competing interests existed at the time of publication.×
  • Correspondence to Sarita Eisenberg: eisenbergs@mail.montclair.edu.
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: LaVae Hoffman
    Associate Editor: LaVae Hoffman×
  • © American Speech-Language-Hearing Association
Article Information
Development / Language Disorders / Attention, Memory & Executive Functions / Clinical Forum
Clinical Forum   |   April 2014
What Works in Therapy: Further Thoughts on Improving Clinical Practice for Children With Language Disorders
Language, Speech, and Hearing Services in Schools, April 2014, Vol. 45, 117-126. doi:10.1044/2014_LSHSS-14-0021
History: Received February 10, 2014 , Revised March 17, 2014 , Accepted March 25, 2014
 
Language, Speech, and Hearing Services in Schools, April 2014, Vol. 45, 117-126. doi:10.1044/2014_LSHSS-14-0021
History: Received February 10, 2014; Revised March 17, 2014; Accepted March 25, 2014
Web of Science® Times Cited: 2

PurposeIn this response to Kamhi (2014), the author reviewed research about what does and does not help children with language impairment (LI) to learn grammatical features and considered how that research might inform clinical practice.

MethodThe author reviewed studies about therapy dose (the number of learning episodes per session) and dose frequency (how learning episodes are spaced over time) and also reviewed studies about dose form, including input characteristics and therapy strategies.

ConclusionAlthough the research is limited, it offers implications for how clinicians do therapy. Children with LI need many learning episodes clustered together within sessions but spread out over time across sessions. Input must be grammatical and consistent while providing varied exemplars of the target features. Learning episodes should actively engage children in producing utterances with the target form, but only after they have had the chance to hear some utterances with that feature. The author suggests a session plan that starts with a structured activity and then incorporates the target form into an embedded activity such as storytelling.

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