Verbal strategies and nonverbal cues in school-age children with and without specific language impairment (SLI).

Abstract

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. To examine the effects of induced labelling and auditory cues on the performance of children with and without SLI during a categorization task. 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. 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. 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.