Verbal and nonverbal development in SLI children after early intervention

    Research output: Contribution to journalArticleScientificpeer-review

    Abstract

    Of all the developmental difficulties that may be present in childhood, language impairment is probably the most common. It is of vast importance to prevent cumulative negative consequences of these impairments. The present study evaluates the effects of a language and activity-based intervention programme on verbal and non-verbal performance and play behaviour in children diagnosed as having specific language impairment. Children with the same diagnosis and conventional early special education were used as controls. Verbal and non-verbal abilities and play behaviour were evaluated before and after intervention in both groups. The intervention sessions, aimed to develop the children’s functional use of language and communication, were held in community day care centres. The sessions took place twice a week in groups of two to four children. The intervention had a positive influence on non-verbal performance and play behaviour. However, the intervention did not have any significant effect on language measurements. The results are discussed in the context of language development as a dynamic process with circular causation between different aspects of development.
    Original languageEnglish
    JournalEarly Child Development and Care
    Volume180
    Issue number4
    Pages (from-to)519-534
    Number of pages16
    ISSN0300-4430
    DOIs
    Publication statusPublished - 2010
    MoE publication typeA1 Journal article-refereed

    Fields of Science

    • 516 Educational sciences

    Cite this

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    title = "Verbal and nonverbal development in SLI children after early intervention",
    abstract = "Of all the developmental difficulties that may be present in childhood, language impairment is probably the most common. It is of vast importance to prevent cumulative negative consequences of these impairments. The present study evaluates the effects of a language and activity-based intervention programme on verbal and non-verbal performance and play behaviour in children diagnosed as having specific language impairment. Children with the same diagnosis and conventional early special education were used as controls. Verbal and non-verbal abilities and play behaviour were evaluated before and after intervention in both groups. The intervention sessions, aimed to develop the children’s functional use of language and communication, were held in community day care centres. The sessions took place twice a week in groups of two to four children. The intervention had a positive influence on non-verbal performance and play behaviour. However, the intervention did not have any significant effect on language measurements. The results are discussed in the context of language development as a dynamic process with circular causation between different aspects of development.",
    keywords = "516 Educational sciences",
    author = "Nina Sajaniemi and Eira Suhonen and Elina Kontu",
    year = "2010",
    doi = "10.1080/03004430802090679",
    language = "English",
    volume = "180",
    pages = "519--534",
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    publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",
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    Verbal and nonverbal development in SLI children after early intervention. / Sajaniemi, Nina; Suhonen, Eira; Kontu, Elina.

    In: Early Child Development and Care, Vol. 180, No. 4, 2010, p. 519-534 .

    Research output: Contribution to journalArticleScientificpeer-review

    TY - JOUR

    T1 - Verbal and nonverbal development in SLI children after early intervention

    AU - Sajaniemi, Nina

    AU - Suhonen, Eira

    AU - Kontu, Elina

    PY - 2010

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    N2 - Of all the developmental difficulties that may be present in childhood, language impairment is probably the most common. It is of vast importance to prevent cumulative negative consequences of these impairments. The present study evaluates the effects of a language and activity-based intervention programme on verbal and non-verbal performance and play behaviour in children diagnosed as having specific language impairment. Children with the same diagnosis and conventional early special education were used as controls. Verbal and non-verbal abilities and play behaviour were evaluated before and after intervention in both groups. The intervention sessions, aimed to develop the children’s functional use of language and communication, were held in community day care centres. The sessions took place twice a week in groups of two to four children. The intervention had a positive influence on non-verbal performance and play behaviour. However, the intervention did not have any significant effect on language measurements. The results are discussed in the context of language development as a dynamic process with circular causation between different aspects of development.

    AB - Of all the developmental difficulties that may be present in childhood, language impairment is probably the most common. It is of vast importance to prevent cumulative negative consequences of these impairments. The present study evaluates the effects of a language and activity-based intervention programme on verbal and non-verbal performance and play behaviour in children diagnosed as having specific language impairment. Children with the same diagnosis and conventional early special education were used as controls. Verbal and non-verbal abilities and play behaviour were evaluated before and after intervention in both groups. The intervention sessions, aimed to develop the children’s functional use of language and communication, were held in community day care centres. The sessions took place twice a week in groups of two to four children. The intervention had a positive influence on non-verbal performance and play behaviour. However, the intervention did not have any significant effect on language measurements. The results are discussed in the context of language development as a dynamic process with circular causation between different aspects of development.

    KW - 516 Educational sciences

    U2 - 10.1080/03004430802090679

    DO - 10.1080/03004430802090679

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