JCPSLP Vol 14 No 1 2012

input intervention would result in stronger treatment effect than the output intervention. The outcome measures used to test these hypotheses were derived from child language transcripts from videos of parent–child interactions at home which were analysed using SALT analysis (Miller & Chapman, 1985). For expressive vocabulary scores, both AAC groups performed better than the spoken communication intervention at both the end of the treatment and a follow-up assessment however children in the output intervention performed better than children in the input group contrary to the second hypothesis. Other measures such as type token ratio and mean length of utterance followed this pattern. These treatment effects are modest in size which means that some children may not respond to the treatment with a substantial change in their vocabulary and indeed some children, particularly those in the spoken communication group, did not use any words at all at follow up. Interestingly, those who received the augmented output intervention were more likely to retain their newly acquired vocabulary skills than children in the other two groups. The clinical bottom lines are: 1) toddlers who received any of the three treatments improved their communication with their parents; 2) those who are required to produce words using the SGD make more and more sustained gains in vocabulary than children who use SGD supports for learning vocabulary without the requirement to use the words or those who have speech-only based intervention; (3) augmented language intervention did not impair the child’s development of spoken language; finally (4) the use of AAC with very young children may be warranted. Reference Miller, J., & Chapman, R. (1985). Systematic Analysis of Language Transcripts [Computer software]. Madison: University of Wisconsin.

enhance their child’s speech and language development. Although there is research literature which supports this advice in a range of populations, much of the literature is focused on older children and few randomised control trials have been completed to date. In this study, 68 toddlers with severe communication impairment arising from a range of conditions were randomly assigned to one of three treatment groups. Children were included in the research if they had no more than 10 spoken words. The children were average age of 30 months and most scored below the first percentile on the Mullen Scales of Early Language. Parents came from a wide range of demographic groups in metropolitan Atlanta, USA. The treatment consisted of a parent-coached language intervention focused on vocabulary acquisition. Groups differed by the method that the allocated intervention used. The first group received an augmented input intervention (speech generating device [SGD] used to provide input), the second an augmented output intervention (child uses SGD to communicate) and the third group of children received a spoken communication intervention. All three groups received the same average dose (amount) of intervention, which was approximately 16 weeks of treatment. The vocabulary targeted was customised for each child through discussion between the treating speech pathologist and the parent. Vocabulary items selected included names, actions and commands. Clinicians and parents were encouraged to use all items on the child’s list in each treatment session. The intervention included modelling and parent coaching on a range of language stimulation approaches in the clinic and at home. Examples of the intervention dialogue are provided which will allow clinicians to use these approaches with their own clients. The researchers hypothesised that children in all groups would benefit from the intervention, that the two augmented interventions would result in better outcomes, and that the

Peer review (January – December 2011)

The editors wish to thank the following people who reviewed papers for ACQuiring Knowledge in Speech, Language and Hearing : Susan Balandin Norway Petrea Cahir Australia Natalie Ciccone Australia Julie Cichero Australia Susanne Döpke Australia Patricia Eadie Australia Linda Espinosa USA Silke Fricke UK Judy Gould Australia Anna Hearne Australia John Heilmann USA Gayle Hemsley Australia Deborah Hersh Australia Tami Howe New Zealand Belinda Kenny Australia Claire Langdon Australia Tao-yuan Li USA Valerie Lim Singapore Suze Leitão Australia Michelle Lincoln Australia Anne Lowell Australia Sue McAllister Australia Tricia McCabe Australia Jane McCormack Australia Susan Morrison Australia Rosalyn Neilson Australia Ruth Nicholls Australia Anna O’Callaghan Australia Carl Parsons Australia Wendy Pearce Australia Nerina Scarinci Australia Tanya Serry Australia Lyndall Sheepway Australia Kate Taylor Australia David Trembath Australia Nicole Watts-Pappas Australia Cori Williams Australia Philippa Williams New Zealand Chris Wilson Australia Linda Wilson Australia

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JCPSLP Volume 14, Number 1 2012

Journal of Clinical Practice in Speech-Language Pathology