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The Impact of Pivotal Response Treatment on the Spoken Language Phase of Preschool Children
Objectives: To examine the impact of PRT on children’s spoken language phase (preverbal communication, first words, word combinations, sentences, or complex language) using a comprehensive approach recommended by an expert panel that combines data from standardized assessment and natural language samples.
Methods: Participants were 16 preschool children who received a year of intensive community-based PRT (15 hours/ week for 6 months; 10 hours/week for 3 months; 5 hours/week for 3 months). Using structured guidelines based on those outlined by Tager-Flusberg et al. (2009), each child’s spoken language phase was determined pre- and post- intervention. Categorization incorporated information from video-recorded natural language samples (collected during a play-based task), and standardized measures (Preschool Language Scale, 2nd ed. and Vineland Adaptive Behavior Scales, 2nded.).
Results: Many children (44%) advanced one language phase (e.g., from first words to word combinations), and 11% advanced two phases (from preverbal to word combinations). Children who were preverbal at the start of intervention were less likely to move to a higher phase (11% attained first words; 22% advanced to word combinations). Additional analyses explored gains in specific language domains (e.g., vocabulary, pragmatics).
Conclusions: Most children receiving PRT in a community program experienced gains on a global measure of spoken language phase. Outcomes varied across language domains and initial skill levels. Determining gains in language phase may be useful across a range of clinical and research contexts.
See more of: Specific Interventions - Non-pharmacologic