The Changing View of Input in the Treatment of Children With Grammatical Deficits Purpose The purpose of this article is to present 3 approaches that emphasize the role that input plays in the treatment of grammatical deficits in children with language impairments. Method These approaches—input informativeness, competing sources of input, and high variability—were selected because they go beyond issues of token ... Viewpoint
Newly Published
Viewpoint  |   June 05, 2017
The Changing View of Input in the Treatment of Children With Grammatical Deficits
 
Author Affiliations & Notes
  • Laurence B. Leonard
    Purdue University, West Lafayette, Indiana
  • Patricia Deevy
    Purdue University, West Lafayette, Indiana
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Laurence B. Leonard: xdxl@purdue.edu
  • Editor: Krista Wilkinson
    Editor: Krista Wilkinson×
  • Associate Editor: Laura DeThorne
    Associate Editor: Laura DeThorne×
Article Information
Development / Language Disorders / Specific Language Impairment / Attention, Memory & Executive Functions / Newly Published / Viewpoint
Viewpoint   |   June 05, 2017
The Changing View of Input in the Treatment of Children With Grammatical Deficits
American Journal of Speech-Language Pathology, Newly Published. doi:10.1044/2017_AJSLP-16-0095
History: Received June 10, 2016 , Revised October 28, 2016 , Accepted January 6, 2017
 
American Journal of Speech-Language Pathology, Newly Published. doi:10.1044/2017_AJSLP-16-0095
History: Received June 10, 2016; Revised October 28, 2016; Accepted January 6, 2017

Purpose The purpose of this article is to present 3 approaches that emphasize the role that input plays in the treatment of grammatical deficits in children with language impairments.

Method These approaches—input informativeness, competing sources of input, and high variability—were selected because they go beyond issues of token frequency and emphasize instead type frequency, relative frequency, and frequency at an abstract as well as a concrete level of grammar. Each of these approaches can be applied to the grammatical deficits seen in children with specific language impairment and can be readily used with well-established procedures, such as focused stimulation and recasting.

Results Each approach is supported by a body of laboratory research with children with typical language skills, and the feasibility of each has been tested in studies with a treatment design. Furthermore, the assumptions of the 3 approaches are largely compatible, permitting application of combinations of these approaches without violating any of their principles.

Conclusion The positive findings from each of these approaches should serve as a basis for further clinical research.

Acknowledgments
The preparation of this article was supported in part by National Institute on Deafness and Other Communiction Disorders Grant R01DC009574 awarded to Laurence B. Leonard and Marc E. Fey.
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