Current Practice of Child Grammar Intervention: A Survey of Speech-Language Pathologists Purpose The aim of this study was to better understand current grammatical intervention approaches. Despite grammatical language being a common weakness among children with language impairment, relatively little is known about current grammatical intervention practices of speech-language pathologists (SLPs). Such information is needed to guide the development and evaluation of ... Research Article
Newly Published
Research Article  |   September 19, 2018
Current Practice of Child Grammar Intervention: A Survey of Speech-Language Pathologists
 
Author Affiliations & Notes
  • Lizbeth H. Finestack
    University of Minnesota–Twin Cities, Minneapolis
  • Kayla E. Satterlund
    University of Minnesota–Twin Cities, Minneapolis
  • 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 Lizbeth H. Finestack: finestack@umn.edu
  • Editor-in-Chief: Julie Barkmeier-Kraemer
    Editor-in-Chief: Julie Barkmeier-Kraemer×
  • Editor: Li Sheng
    Editor: Li Sheng×
Article Information
School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Practice Management / Language Disorders / Newly Published / Research Article
Research Article   |   September 19, 2018
Current Practice of Child Grammar Intervention: A Survey of Speech-Language Pathologists
American Journal of Speech-Language Pathology, Newly Published. doi:10.1044/2018_AJSLP-17-0168
History: Received September 28, 2017 , Revised February 17, 2018 , Accepted April 11, 2018
 
American Journal of Speech-Language Pathology, Newly Published. doi:10.1044/2018_AJSLP-17-0168
History: Received September 28, 2017; Revised February 17, 2018; Accepted April 11, 2018

Purpose The aim of this study was to better understand current grammatical intervention approaches. Despite grammatical language being a common weakness among children with language impairment, relatively little is known about current grammatical intervention practices of speech-language pathologists (SLPs). Such information is needed to guide the development and evaluation of grammatical interventions and to identify areas in which the current practice is not empirically supported.

Method Participants included 338 SLPs working primarily with children. Participants completed an online survey regarding their implementation of nine different grammatical intervention components, including goals, procedures, dosage, agents, contexts, goal attack strategies, service delivery models, activities, and outcome measurements. Participants also indicated how they would alter the intervention setting and dosage if resources were unlimited.

Results We grouped participants based on the ages of children that represent the largest percentage of their caseload resulting in an early education group (n = 114) and an elementary group (n = 224). We aggregated responses from each question to gain an estimate of current implementation practices associated with each intervention component queried.

Conclusions This study provides general guidelines of current clinical practices to help guide research on grammatical interventions for children and to promote successful translation and implementations of evidence-based treatment approaches. Results may also help clinicians and researchers better understand misalignments between empirically supported intervention approaches and current approaches for treating grammatical weaknesses.

Acknowledgments
This study was supported by an Advancing Academic-Research Careers Award from the American Speech-Language-Hearing Association awarded to Lizbeth H. Finestack.
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