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Individual Differences & Successful Intervention: Child Language Disorders

Specific Language Impairment

Judith Vander Woude

Calvin College

ASHA 2008

Chicago, Illinois

Focus on Three Child Characteristics

1. Childrens individual language maturation trajectories2. Conversational styles3. Supportive home environments

Language Maturation

Childrens language knowledge before and during treatment may play an important role intreatment effectiveness. For typically developing children, it has been demonstrated that newknowledge builds on

the oldknowledge they already possess (Brown, 1973; Karmiloff-Smith, 1996; K. A. Nelson,

1996; Piaget, 1954),

Childrens oldknowledge does not necessarily need to be within the same domains oflanguage to foster newknowledge in different language domains, as per the linguistic theoryof bootstrapping (Morgan & Demuth, 1996).

For example, childrens lexical gains closely related to their syntax knowledge; and viceversa, syntax gains associated with childrens current lexical knowledge (Bates & Goodman,

1997; Bedore & Leonard, 2000; Dale, Dionne, & Plomin, 2000; Moyle, Ellis Weismer, Evans, &

Lindstrom, 2007).

Examples from Intervention Studies

Leonard, Camarata, Brown, and Camarata (2004) Leonard, Camarata, Pawlowska, Brown, and Camarata (2006) Leonard, Camarata, Pawlowska, Brown, and Camarata (2008) Fey and Loeb (2004)

Conversational Styles

One important part of young childrens social world is participating in conversations sinceeven very young children begin learning language from others in conversational contexts

(Schieffelin & Ochs, 1986). Bi-directional nature of language and socialization is complex.

o e.g., purpose, topic, participants ages, familiarity, relative status, languageproficiency and frames of mind at a particular point

Participants conversational styles based on their relative levels of assertiveness andresponsiveness may vary from one individual to the next, or from one conversational dyad to

the next.

o active conversationalists

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