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Simultaneous Presentation of Speech and Sign Prompts to Increase MLU in Children with Intellectual Disability

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Title: Simultaneous Presentation of Speech and Sign Prompts to Increase MLU in Children with Intellectual Disability
Language: English
Authors: Pattison, Ashley E., Robertson, Rachel E.
Source: Communication Disorders Quarterly. May 2016 37(3):141-147.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 7
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Descriptors: Intellectual Disability, Children, Speech Communication, Intervention, Expressive Language, Verbal Communication, Imitation, American Sign Language, Prompting, Program Effectiveness, Teaching Methods, Observation, Communication Strategies, Hypothesis Testing
Geographic Terms: Pennsylvania
Assessment and Survey Identifiers: Expressive One Word Picture Vocabulary Test, Boehm Test of Basic Concepts, Test of Nonverbal Intelligence
DOI: 10.1177/1525740115583633
ISSN: 1525-7401
Abstract: Expressive language is an important skill to develop in children with intellectual disabilities. It not only aids in decreasing the likelihood of challenging behaviors from occurring but also aids in increasing the individuals independence and assistance in them becoming successful members of society. No previous studies have examined the effectiveness of augmentative and alternative communication (AAC) interventions at increasing expressive language measured with mean length of utterances (MLU) in children with intellectual disabilities. The present study used an alternating treatment comparison design to evaluate the effectiveness of three communication interventions: (a) verbal imitation prompting, (b) American Sign Language prompting, and (c) simultaneous verbal imitation prompting and key word sign prompting on MLU in a 9-year-old child with intellectual disability. The study was conducted in the child's classroom, and her teacher implemented the interventions. Results indicated simultaneous verbal and key word sign prompting were associated with the greatest MLU, although all three communication interventions appeared to increase MLU when compared with unprompted MLU. Implications for practice and future research in the area of simultaneous communication are discussed.
Abstractor: As Provided
Number of References: 15
Entry Date: 2016
Accession Number: EJ1094740
Database: ERIC
FullText Text:
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  Data: Simultaneous Presentation of Speech and Sign Prompts to Increase MLU in Children with Intellectual Disability
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  Data: <searchLink fieldCode="AR" term="%22Pattison%2C+Ashley+E%2E%22">Pattison, Ashley E.</searchLink><br /><searchLink fieldCode="AR" term="%22Robertson%2C+Rachel+E%2E%22">Robertson, Rachel E.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communication+Disorders+Quarterly%22"><i>Communication Disorders Quarterly</i></searchLink>. May 2016 37(3):141-147.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 7
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Intellectual+Disability%22">Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Imitation%22">Imitation</searchLink><br /><searchLink fieldCode="DE" term="%22American+Sign+Language%22">American Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Strategies%22">Communication Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Hypothesis+Testing%22">Hypothesis Testing</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Expressive+One+Word+Picture+Vocabulary+Test%22">Expressive One Word Picture Vocabulary Test</searchLink><br /><searchLink fieldCode="SU" term="%22Boehm+Test+of+Basic+Concepts%22">Boehm Test of Basic Concepts</searchLink><br /><searchLink fieldCode="SU" term="%22Test+of+Nonverbal+Intelligence%22">Test of Nonverbal Intelligence</searchLink>
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  Data: 10.1177/1525740115583633
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  Data: 1525-7401
– Name: Abstract
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  Data: Expressive language is an important skill to develop in children with intellectual disabilities. It not only aids in decreasing the likelihood of challenging behaviors from occurring but also aids in increasing the individuals independence and assistance in them becoming successful members of society. No previous studies have examined the effectiveness of augmentative and alternative communication (AAC) interventions at increasing expressive language measured with mean length of utterances (MLU) in children with intellectual disabilities. The present study used an alternating treatment comparison design to evaluate the effectiveness of three communication interventions: (a) verbal imitation prompting, (b) American Sign Language prompting, and (c) simultaneous verbal imitation prompting and key word sign prompting on MLU in a 9-year-old child with intellectual disability. The study was conducted in the child's classroom, and her teacher implemented the interventions. Results indicated simultaneous verbal and key word sign prompting were associated with the greatest MLU, although all three communication interventions appeared to increase MLU when compared with unprompted MLU. Implications for practice and future research in the area of simultaneous communication are discussed.
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  Data: EJ1094740
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      – SubjectFull: Intellectual Disability
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      – SubjectFull: Children
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      – SubjectFull: Speech Communication
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      – SubjectFull: Expressive Language
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      – SubjectFull: Prompting
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Pennsylvania
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      – SubjectFull: Expressive One Word Picture Vocabulary Test
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