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Attention orienting or consolidation? Optimizing the use of an auditory stimulation phase for treatment of morpheme errors |
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Christina Meyers - The University of Arizona
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Elena Plante - The University of Arizona
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Katrina Nicholas - The University of Arizona
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Natalie Dailey - The University of Arizona
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Jessica Aguilar - The University of Arizona
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Trianna Ogilvie - The University of Arizona
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Rebecca Vance - The University of Arizona
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| SRCLD Year: |
2014 |
| Presentation Type: |
Poster Presentation |
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| Presentation Time: |
(na) |
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| - Language Impairment, 0-5 |
| - Intervention |
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Clinical treatments have sometimes included a period of auditory stimulation prior to another treatment technique. The auditory stimulation is intended to orient the child to the target of remediation in the subsequent treatment phase. However, it is possible that a period of auditory stimulation that follows treatment could serve a role in consolidating the learning that preceded it. We tested the relative effects of the timing of auditory stimulation on treatment outcomes for preschool children with specific language impairment. Half of the children received a brief period of auditory stimulation that preceded conversational recast treatment and the other half received auditory stimulation following conversational recast. The number of and diversity of auditory stimulation events and conversational recasts were held constant across treatments. Children who received auditory stimulation following the recast treatment showed greater treatment gains compared with children whose period of auditory stimulation preceded recast treatment. This outcome is consistent with the idea that auditory stimulation can serve a role in consolidating learning that accrues during a previous treatment phase. |
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