Verbal Strategies and Nonverbal Cues in School-Age Children with and without Specific Language Impairment (SLI)

Autor/inn/en	Eichorn, Naomi; Marton, Klara; Campanelli, Luca; Scheuer, Jessica
Titel	Verbal Strategies and Nonverbal Cues in School-Age Children with and without Specific Language Impairment (SLI)
Quelle	In: International Journal of Language & Communication Disorders, 49 (2014) 5, S.618-630 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12103
Schlagwörter	Verbal Communication; Nonverbal Communication; Cues; Auditory Perception; Children; Language Impairments; Identification; Child Development; Task Analysis; Intervention + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Stichwort; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Identifikation; Identifizierung; Kindesentwicklung; Aufgabenanalyse
Abstract	Background: Considerable evidence suggests that performance across a variety of cognitive tasks is effectively supported by the use of verbal and nonverbal strategies. Studies exploring the usefulness of such strategies in children with specific language impairment (SLI) are scarce and report inconsistent findings. Aims: To examine the effects of induced labelling and auditory cues on the performance of children with and without SLI during a categorization task. Methods and Procedures: Sixty-six school-age children (22 with SLI, 22 age-matched controls, 22 language-matched controls) completed three versions of a computer-based categorization task: one baseline, one requiring overt labelling and one with auditory cues (tones) on randomized trial blocks. Outcomes and Results: Labelling had no effect on performance for typically developing children but resulted in lower accuracy and longer reaction time in children with SLI. The presence of tones had no effect on accuracy but resulted in faster reaction time and post-error slowing across groups. Conclusions and Implications: Verbal strategy use was ineffective for typically developing children and negatively affected children with SLI. All children showed faster performance and increased performance monitoring as a result of tones. Overall, effects of strategy use in children appear to vary based on task demands, strategy domain, age and language ability. Results suggest that children with SLI may benefit from auditory cues in their clinical intervention but that further research is needed to determine when and how verbal strategies might similarly support performance in this population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10