Tense and Agreement Morphemes in the Speech of Children With Specific Language Impairment During Intervention: Phase 2 Purpose The goals of this investigation were to determine whether treatment assists children with specific language impairment (SLI) in the use of grammatical morphemes that mark tense and agreement and whether treatment gains influence the children’s use of other, untreated morphemes. Method Twenty-five children with SLI participated in ... Research Article
Research Article  |   August 01, 2006
Tense and Agreement Morphemes in the Speech of Children With Specific Language Impairment During Intervention: Phase 2
 
Author Affiliations & Notes
  • Laurence B. Leonard
    Purdue University, West Lafayette, IN
  • Stephen M. Camarata
    Vanderbilt University, Nashville, TN
  • Monika Pawłowska
    Purdue University, West Lafayette, IN
  • Barbara Brown
    Purdue University, West Lafayette, IN
  • Mary N. Camarata
    Vanderbilt University, Nashville, TN
  • Contact author: Laurence B. Leonard, Audiology and Speech Sciences, Heavilon Hall, Purdue University, West Lafayette, IN 47907. E-mail: xdxl@purdue.edu
Article Information
Language Disorders / Specific Language Impairment / Language / Research Articles
Research Article   |   August 01, 2006
Tense and Agreement Morphemes in the Speech of Children With Specific Language Impairment During Intervention: Phase 2
Journal of Speech, Language, and Hearing Research, August 2006, Vol. 49, 749-770. doi:10.1044/1092-4388(2006/054)
History: Received April 21, 2005 , Accepted November 30, 2005
 
Journal of Speech, Language, and Hearing Research, August 2006, Vol. 49, 749-770. doi:10.1044/1092-4388(2006/054)
History: Received April 21, 2005; Accepted November 30, 2005
Web of Science® Times Cited: 32

Purpose The goals of this investigation were to determine whether treatment assists children with specific language impairment (SLI) in the use of grammatical morphemes that mark tense and agreement and whether treatment gains influence the children’s use of other, untreated morphemes.

Method Twenty-five children with SLI participated in 96 intervention sessions designed to facilitate the children’s use of third-person singular -s or auxiliary is/are/was.

Results The children showed significantly larger gains on the target forms than on control forms (e.g., past tense -ed) that were monitored but not included in intervention. Along with possible treatment-related generalization across morpheme types, there was also evidence of one morpheme type influencing another when neither was the target of intervention.

Conclusions Although the results provide clear evidence for intervention effects, it appeared as if maturational factors also played a role. The findings are discussed in terms of their implications for treatment and for characterizing development in SLI.

Acknowledgments
The research reported in this article was supported by National Institute on Deafness and Other Communication Disorders Research Grant R01 DC004544. We thank Meghan Fitzgerald and Wenonah Campbell for their extremely valuable help in creating the stories used in the intervention sessions and for their assistance in devising appropriate scoring forms. We also thank Catherine Bush and Jill Omer for their skill in organization, record keeping, and clinician training and Patricia Deevy for her help on technical matters. A special thanks also to Sonja Solomonson for assisting with a range of duties. We are also grateful to the many individuals who served as clinicians, assistants during assessment, or transcribers: Whitney Boone, Emily Durnil, Katie Camarata, Rholanda Cleveland, Angie Fontenot, Tara Robinson, Kate Kardel, Vanessa Smith, Katie Woodworth, Amy Hanrahan, Elly Huskey, Marlo Mewherter, Cindy Shamburger, Gretchen Melpolder, Deb Riley, Kristen Witte, Darcy Kazarian, Stephanie Cotton, Martha Levien, Sharon Murphy, Dana Gombus, Courtney Copeland, Michelle Stoller, and Christine Frazier.
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