TY - JOUR
T1 - Three treatments for bilingual children with primary language impairment
T2 - Examining cross-linguistic and cross-domain effects
AU - Ebert, Kerry Danahy
AU - Kohnert, Kathryn
AU - Pham, Giang
AU - Rentmeester Disher, Jill
AU - Payesteh, Bita
PY - 2014/2
Y1 - 2014/2
N2 - Purpose: This study examines the absolute and relative effects of 3 different treatment programs for school-age bilingual children with primary or specific language impairment (PLI). It serves to expand the evidence base on which service providers can base treatment decisions. It also explores hypothesized relations between languages and cognition in bilinguals with PLI. Method: Fifty-nine school-age Spanish-English bilingual children with PLI were assigned to receive nonlinguistic cognitive processing, English, bilingual (Spanish-English), or deferred treatment. Participants in each of the 3 active treatments received treatment administered by nationally certified speech-language pathologists. Pre- and posttreatment assessments measured change in nonlinguistic cognitive processing, English, and Spanish skills, and analyses examined change within and across both treatment groups and skill domains. Results: All active treatment groups made significant pre- to post-treatment improvement on multiple outcome measures. There were fewer significant changes in Spanish than in English across groups. Between-group comparisons indicate that the active treatment groups generally outperformed the deferred treatment control, reaching statistical significance for 2 tasks. Conclusion: Results provide insight into cross-language transfer in bilingual children and advance understanding of the general PLI profile with respect to relationships between basic cognitive processing and higher level language skills.
AB - Purpose: This study examines the absolute and relative effects of 3 different treatment programs for school-age bilingual children with primary or specific language impairment (PLI). It serves to expand the evidence base on which service providers can base treatment decisions. It also explores hypothesized relations between languages and cognition in bilinguals with PLI. Method: Fifty-nine school-age Spanish-English bilingual children with PLI were assigned to receive nonlinguistic cognitive processing, English, bilingual (Spanish-English), or deferred treatment. Participants in each of the 3 active treatments received treatment administered by nationally certified speech-language pathologists. Pre- and posttreatment assessments measured change in nonlinguistic cognitive processing, English, and Spanish skills, and analyses examined change within and across both treatment groups and skill domains. Results: All active treatment groups made significant pre- to post-treatment improvement on multiple outcome measures. There were fewer significant changes in Spanish than in English across groups. Between-group comparisons indicate that the active treatment groups generally outperformed the deferred treatment control, reaching statistical significance for 2 tasks. Conclusion: Results provide insight into cross-language transfer in bilingual children and advance understanding of the general PLI profile with respect to relationships between basic cognitive processing and higher level language skills.
KW - Bilingualism
KW - Children
KW - Cultural and linguistic diversity
KW - Intervention
KW - Language disorders
KW - Specific language impairment
UR - http://www.scopus.com/inward/record.url?scp=84897679995&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84897679995&partnerID=8YFLogxK
U2 - 10.1044/1092-4388(2013/12-0388)
DO - 10.1044/1092-4388(2013/12-0388)
M3 - Article
C2 - 23900032
AN - SCOPUS:84897679995
SN - 1092-4388
VL - 57
SP - 172
EP - 186
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 1
ER -