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Research on Child and Adolescent Psychopathology

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17-12-2015

The Effectiveness of Self-regulatory Speech Training for Planning and Problem Solving in Children with Specific Language Impairment

Auteurs: Safiyyah Abdul Aziz, Janet Fletcher, Donna M. Bayliss

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 6/2016

Abstract

Self-regulatory speech has been shown to be important for the planning and problem solving of children. Our intervention study, including comparisons to both wait-list and typically developing controls, examined the effectiveness of a training programme designed to improve self-regulatory speech, and consequently, the planning and problem solving performance of 87 (60 males, 27 females) children aged 4–7 years with Specific Language Impairment (SLI) who were delayed in their self-regulatory speech development. The self-regulatory speech and Tower of London (TOL) performance of children with SLI who received the intervention initially or after a waiting period was compared with that of 80 (48 male, 32 female) typically developing children who did not receive any intervention. Children were tested at three time points: Time 1- prior to intervention; Time 2 - after the first SLI group had received training and the second SLI group provided a wait-list control; and Time 3 - when the second SLI group had received training. At Time 1 children with SLI produced less self-regulatory speech and were impaired on the TOL relative to the typically developing children. At Time 2, the TOL performance of children with SLI in the first training group improved significantly, whereas there was no improvement for the second training group (the wait-list group). At Time 3, the second training group improved their TOL performance and the first group maintained their performance. No significant differences in TOL performance were evident between typically developing children and those with SLI at Time 3. Moreover, decreases in social speech and increases in inaudible muttering following self-regulatory speech training were associated with improvements in TOL performance. Together, the results show that self-regulatory speech training was effective in increasing self-regulatory speech and in improving planning and problem solving performance in children with SLI.

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While we acknowledge that the use of ANCOVA is not recommended for research where assignment to groups is non-random, we would argue that our study is one of the few cases where the use of ANCOVA may be appropriate. Namely, by definition and in empirical studies, SLI is not typically associated with deficits in nonverbal IQ (e.g., Lidstone et al. 2012; Sturn and Johnston 1999). Because of this, the use of nonverbal IQ as a covariate would only be acting to reduce noise from the group variable (Miller and Chapman 2001). Furthermore, the same overall pattern of results is evident when we conduct the analyses without including the covariate. That is, the critical time by language group interactions are significant (F(1, 161) = 23.02, p < 0.001 and F(1, 161) = 24.27, p < 0.001, for the TOL and SR speech dependent variables respectively) and the rest of the main effects and interactions are substantively the same. Moreover, because the positive effect of SR speech training was observed in the group with the lower nonverbal IQ, and there were no differences in nonverbal IQ between SLI Training group 1 and Training group 2 – Wait list (t(85) = −0.64, p = 0.09), the group differences in nonverbal IQ are, in our opinion, of no concern when evaluating the effectiveness of the SR speech training intervention for children with SLI.

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Titel: The Effectiveness of Self-regulatory Speech Training for Planning and Problem Solving in Children with Specific Language Impairment
Auteurs: Safiyyah Abdul Aziz
Janet Fletcher
Donna M. Bayliss
Publicatiedatum: 17-12-2015
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 6/2016
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-015-0115-7

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