Abstract
This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response. An escalation design adapted from nontoxic drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) was used in this Phase I/II preliminary clinical trial. A total of 27 kindergarten children with SLI were randomized to 1 of 4 intensities of interactive book reading: 12, 24, 36, or 48 exposures. Word learning was monitored through a definition task and a naming task. An intensity response curve was examined to identify the adequate intensity. Correlations and classification accuracy were used to examine variation in response to treatment relative to pretreatment and early treatment measures. Response to treatment improved as intensity increased from 12 to 24 to 36 exposures, and then no further improvements were observed as intensity increased to 48 exposures. There was variability in treatment response: Children with poor phonological awareness, low vocabulary, and/or poor nonword repetition were less likely to respond to treatment. The adequate intensity for this version of interactive book reading was 36 exposures, but further development of the treatment is needed to increase the benefit for children with SLI.
Highlights
This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response
It is important to note that randomized clinical trials, metaanalyses, and systematic reviews show that interactive book reading has moderate to large effects on word learning by Disclosure: The authors have declared that no competing interests existed at the time of publication
The current research used a Phase I escalation strategy previously used in drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) to hone in on an adequate treatment intensity of interactive book reading for word learning by children with SLI
Summary
This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response. The current research used a Phase I escalation strategy previously used in drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) to hone in on an adequate treatment intensity of interactive book reading for word learning by children with SLI. We attempted to identify the point where providing more exposures to the words during interactive book reading fails to produce more children with SLI responding to the treatment and/or more words being learned during treatment
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