Psycholinguistic Training Research Articles

The effects of a psycholinguistic training based on phonology and semantics on sentence production in an aphasic child with cerebral palsy

In aphasia, damage to brain regions responsible for language processing disrupts access to words previously learned and consolidated in the mental lexicon, causing people with aphasia (PWA) to experience word finding difficulties that negatively impact their everyday communication. This study seeks to investigate the effects of a psycholinguistic training based on phonology and semantics on sentence production in a aphasic child with cerebral palsy. The study used a single-subject multiple- baseline research design across behaviors. A 13-year-old boy, named AE with expressive aphasia, admitted to Speech and Swallowing Disorders Clinic, College of Applied Medical Sciences, King Saud University was recruited to participate in this study. The aphasic child with cerebral palsy was found to be successful at the end of the training sessions, compared to the baseline. In other words, there was a positive difference between the data obtained in the first and last training sessions for each child.

The Effects of a Psycholinguistic Approach to Multisensory Instruction on Psycholinguistic Abilities of Children with Learning Disabilities

Purpose. The purpose was to investigate the effect of a psycholinguistic training to improve expressive language among children with ASD.
 Methods. Data were collected from children during the academic year 2021-2022. The participants were 20 children with ASD, aged 7 to 10 years, who were enrolled in a school for children with ID. All children attended the same semester inside the school. Parent consent forms were sent home by the principal and school psychologist to the parents of the prospective participants to inform them about the study and ask them to give permission for their children to participate. Demographic information was obtained from school records and as reported by families. Children were divided randomly into two groups: one experimental (n=10) and other was the control group (n=10). These children were matched as a group with cases on the basis of age, IQ, social class and general level of language ability. A 24 items, six-dimensional Questionnaire was developed in particular for this study. The intention was to identify expressive language skills for children with ASD. The six dimensions are: speaking and questioning skills in correct language (4 items), the ability to verbally express things, needs, and desires (4 items), the skill of pronouncing and imitating words, letters and sounds (4 items), repetition and arranging skill (4 items), the ability to verbally express feelings (4 items), the ability to respond to the speech and questions of others.
 Results. Results indicated increased speaking and questioning skills in correct language, the ability to verbally express things, needs, and desires, the skill of pronouncing and imitating words, letters and sounds, repetition and arranging skill, the ability to verbally express feelings and the ability to respond to the speech and questions of others.
 Conclusions. Overall, results from this study contribute to the growing literature on the effect of a psycholinguistic training to improve expressive language among children with ASD. The present study lends empirical support to the notion that expressive language of children with ASD can be improved through a psycholinguistic training.

A Psycholinguistic Training to Improve Expressive Language Among Children with ASD

Purpose. The purpose was to investigate the effect of a psycholinguistic training to improve expressive language among children with ASD.
 Methods. Data were collected from children during the academic year 2021-2022. The participants were 20 children with ASD, aged 7 to 10 years, who were enrolled in a school for children with ID. All children attended the same semester inside the school. Parent consent forms were sent home by the principal and school psychologist to the parents of the prospective participants to inform them about the study and ask them to give permission for their children to participate. Demographic information was obtained from school records and as reported by families. Children were divided randomly into two groups: one experimental (n=10) and other was the control group (n=10). These children were matched as a group with cases on the basis of age, IQ, social class and general level of language ability. A 24 items, six-dimensional Questionnaire was developed in particular for this study. The intention was to identify expressive language skills for children with ASD. The six dimensions are: speaking and questioning skills in correct language (4 items), the ability to verbally express things, needs, and desires (4 items), the skill of pronouncing and imitating words, letters and sounds (4 items), repetition and arranging skill (4 items), the ability to verbally express feelings (4 items), the ability to respond to the speech and questions of others.
 Results. Results indicated increased speaking and questioning skills in correct language, the ability to verbally express things, needs, and desires, the skill of pronouncing and imitating words, letters and sounds, repetition and arranging skill, the ability to verbally express feelings and the ability to respond to the speech and questions of others.
 Conclusions. Overall, results from this study contribute to the growing literature on the effect of a psycholinguistic training to improve expressive language among children with ASD. The present study lends empirical support to the notion that expressive language of children with ASD can be improved through a psycholinguistic training.

Professional psycholinguistic training of speech therapists in higher education

The article discusses the psycholinguistic training of speech therapists in present-day higher education. We argue the importance of psycholinguistic training of undergraduate and graduate students majoring in speech therapy and describe the educational design and implementation of psycholinguistic training at the Faculty of Pedagogical and Special Needs Education of Saratov National Research State University.

DEVELOPMENT OF COMMUNICATIVE COMPETENCES IN STUDENTS BY TRAINING PROGRAMS

The author of the article considers the possibility of enhancing students' motivation and development of their communicative competences in a group work, carried out as a psycholinguistic training in the language of speciality. A psycholinguistic training is treated by the author as an active psychological as well as pedagogical method of influence which further on optimizes professional interaction, self-growth, development of leadership qualities and skills of cooperation. The training carried out in the language of speciality (namely English) signaficantly enhanced the participants' motivation to language learning, oral skills development, language barriers removing, as well as accumulation of positive experience towards oneself and others, communication at large. During the training group work all the participants demonstrated all the stages of group dynamic, high level of performance and emotional involvement into the process. As the author marks out, it is the emotional involvement that positively effected the participants' interaction, their self-realization and language barriers removing. In the training program the following methods were involved: discussion (braistorming, case study, method of synectics), role plays, business role plays, art-therapy and metaforization of the accumulated experience. The results of this experiment prove that such combined programs could be effectively applied in Higher education curriculum.

Commentary on Carter, Stephenson and Strnadová's Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices

AbstractIn Volume 35, Issue 1 of the Australasian Journal of Special Education, Carter, Stephenson and Strnadová (2011) replicated a study by Burns and Ysseldyke (2009). In Carter et al.'s study, 194 Australian special educators were asked to rate the extent to which they used eight instructional practices. These practices were applied behaviour analysis, direct instruction, formative evaluation, mnemonic strategies, modality training, perceptual-motor training, psycholinguistic training, and social skills training. The first four of these practices had moderate to high effect sizes (and were regarded by the authors as more desirable techniques), and the final four practices had low effect sizes, on the basis of past meta-analytic research. Carter et al.'s findings were that while the Australian teachers used some desirable strategies relatively frequently, they also used some less desirable practices frequently and so desirable instructional practices should be encouraged at the expense of less effective practices. While these results are of interest, they also have the potential to mislead readers and later sections of the current article examine these potential misconceptions.

The Actuarial Turn in the Science of Learning Disabilities

In the mid-1970s, Donald Hammill and his colleagues authored three scathing critiques of the two most trusted scientific traditions of learning disability treatment — movement education and psycholinguistic training (Hammill, 1972; Hammill & Larsen, 1974; Hammill, Goodman, & Wiederholt, 1974). These critical reviews of research rejected the older model of clinical science that had served as the foundation of the field of learning disabilities and celebrated an actuarial form of research. Was Hammill actually proclaiming a change in the orientation toward scientific research, a paradigm shift involving philosophical commitments and methodological practices? This article explores the history of both the foundational clinical science and the new actuarial science that rose to prominence in the field of learning disabilities in the 1970s.

Interaction before conflict and conflict resolution in pre‐school boys with language impairment

Children with language impairment (LI) experience social difficulties, including conflict management. The factors involved in peer-conflict progression in pre-school children with LI, and which of these processes may differ from pre-school children with typical language development (TL), is therefore examined. To describe the relationship between opponents interacting before conflict, aberrant conflict causes, the conflict-resolution strategy reconciliation (i.e. friendly contact between former opponents shortly following conflict termination), and conflict outcome in the form of social interaction after a conflict has run its course. It is hypothesized that without social interaction before conflict, children with LI will experience increased difficulties attaining reconciliation. Unstructured play of 11 boys with LI (4-7 years old), at a specialized language pre-school, and 20 boys with TL (4-6 years old), at mainstream pre-schools, were video filmed. Conflicts were identified and recorded according to a validated coding system. Recorded conflict details include social interaction between conflict in the pre-conflict period, behavioural sequences constituting conflict cause (conflict period), reconciliatory behaviours in the post-conflict period, and social interaction between former opponents in the succeeding non-conflict period. The group's mean proportion of individual children's conflicts in which specific behavioural sequences occurred were calculated and compared between and within the groups. When conflicts with and without pre-conflict social interaction were analysed separately, aberrant caused conflicts occurred more often in LI group conflicts than in TL group conflicts. However, in conflicts without social interaction in the pre-conflict period, boys with LI exhibit reconciliatory behaviours in, and reconcile a comparatively smaller proportion of, conflicts. Social interaction in the succeeding non-conflict period was proportionately less for boys with LI. This appears to stem from lower reconciliation rates in LI conflicts that do not begin with social interaction in the pre-conflict period. It was also confounded by the larger number of aberrant caused LI conflicts that were rarely reconciled. In turn, non-reconciliation and aberrant caused conflicts were independently associated with comparatively less social interaction in the succeeding non-conflict period. The results suggest that in addition to traditional psycholinguistic training, children with LI may gain from interventions that support concluding behavioural turns, as in aberrant caused conflicts; and in initiating contact in conflict situations, even when a frame of reference is not immediately available, as was the case when opponents have not established social interaction in the pre-conflict period.

The positive side of special education: minimizing its fads, fancies, and follies

Chapter 1 Preface Chapter 2 Acknowledgments Chapter 3 1. Science: Good, Bad, and Bogus Chapter 4 2. Educating Intelligence: Mind over Matter Chapter 5 3. Heredity, Environment, and the Great Debate about Intelligence Chapter 6 4. Perceptual-Motor Training and the Improvement of Nothing at All Chapter 7 5. Psycholinguistic Training: Faculty Psychology Revisited Chapter 8 6. Treating Autism: Manipulators, Mystics, and Monsters Chapter 9 7. Dyslexia Interventions: Sorcery, Witchcraft, and Legerdemain Chapter 10 8. Ideology and Special Education: Cry Havoc! Chapter 11 9. The End of Special Education? Chapter 12 Epilogue Chapter 13 References Chapter 14 Subject Index Chapter 15 Author Index Chapter 16 About the Authors

The Insignificance of Psycholinguistic Training: A Reply to Kavale

The Insignificance of Psycholinguistic Training: A Reply to Kavale

Effectiveness of Psycholinguistic Training: A Response to Kavale

The effectiveness of psycholinguistic training is a topic that has initiated much interest and research. In 1974, Hammill and Larsen published a review of 38 studies that had attempted to foster psycholinguistic skills in children while using the Illinois Test of Psycholinguistic Abilities as the criterion for improvement. The conclusion reached by Hammill and Larsen was that psycholinguistic training was essentially nonvalidated. In an article published in the April 1981 issue of Exceptional Children, Kavale used meta-analysis of many of the studies reported by Hammill and Larsen and concluded that the effectiveness of psycholinguistic training has indeed been verified. The present article seeks to demonstrate that when using meta-analysis on all studies available on this topic, psycholinguistic training remains nonvalidated.

Psycholinguistic Training Programs: Are There Differential Treatment Effects?

Abstract The findings of an investigation assessing the differential effects of psycholinguistic training programs are reported. Methodologically, meta‐analysis, the analysis of analyses, was used to determine whether psycholinguistic training programs differentially affect the abilities measured by the Illinois Test of Psycholinguistic Abilities (ITPA). When findings were integrated by ITPA subtests, ITPA constructs, and salient study features, the training programs were found to differ with respect to improving psycholinguistic abilities. Overall results, however, indicated that the Peabody Language Development Kits (PDLK) were more consistently advantageous than either ITPA related programs or other types of training activities (e.g. structured teaching and perceptual‐motor approaches). These findings were validated in a multiple regression analysis comparing the three intervention methods. It was suggested that the structured and sequential nature of the PDLK was the major factor contributing to its g...

Functions of the Illinois Test of Psycholinguistic Abilities (ITPA): are they trainable?

A meta-analysis, the application of statistical methods to findings from a large collection of individual studies, is reported for the literature assessing the effectiveness of psycholinguistic training using the Illinois Test of Psycholinguistic Abilities (ITPA) as the criterion measure. The analysis establishes the efficacy of psycholinguistic training since the average child receiving psycholinguistic training performs better than 65% of untrained children. Additional data delineating results for ITPA subtests and various study characteristics support the primary finding. It was concluded that extant research, contrary to previous research reviews which were found to underestimate the positive effects of intervention, has demonstrated the effectiveness of psycholinguistic training.

Psycholinguistic training

Psycholinguistic training

The Effects of Psycholinguistic Training on Improving Psycholinguistic Skills

The practice of measuring and instructing learning disabled youngsters in psycholinguistic skills has for several years been under question. In numerous reviews of the effectiveness of such procedures, Hammill and Larsen (1974) noted that the efficacy of these approaches remained nonvalidated. Minskoff (1975) proposed several guidelines to be followed when conducting methodologically sound research on the efficacy of psycholinguistic training. The purpose of this study was to utilize Minskoff's criteria to determine if, in fact, psycholinguistic training would lead to improved psycholinguistic abilities in children. Although Minskoff's stringent criteria were followed, attempts to train psycholinguistic abilities proved unsuccessful.

The effectiveness of Psycholinguistic training: a reaffirmation of position.

The effectiveness of psycholinguistic training is a topic that has generated much interest and research. In 1974 Hammill and Larsen published an article that reviewed 38 studies that had attempted to foster psycholinguistic skills in children while using the Illinois Test of Psycholinguistic Abilities as the criterion for improvement. The conclusion of this review was that psycholinguistic training is essentially nonvalidated. In an article published in the February 1978 issue of Exceptional Children, Lund, Foster, and McCall-Perez reanalyzed many of the studies reported by Hammill and Larsen and indicated that some had been inaccurately reported, inappropriately categorized, and/or misinterpreted. The purpose of the present article is to demonstrate that, in fact, the studies discussed in Hammill and Larson's 1974 paper were accurately reported and that the current status of psycholinguistic training is that it remains nonvalidated. Readers are encouraged to formulate their own perceptions regarding this controversial area.

The Effectiveness of Psycholinguistic Training, a Reevaluation

A 1974 review of research on psycholinguistic training by Hammill and Larsen questioned the efficacy of training functions after an analysis of 38 selected studies that used the Illinois Test of Psycholinguistic Abilities as a criterion for improvement. A reanalysis of these same efficacy studies of psycholinguistic training was undertaken in order to determine the validity of the conclusion that the effectiveness of psycholinguistic training is nonvalidated. Twenty-four of the 38 studies are herein reevaluated. The reexamination leads to conclusions at marked variance with the statement that psycholinguistic training is nonvalidated. This reanalysis indicates that some studies show significant positive results as measured by the ITPA, some studies show positive results in the areas remediated, and some do not show results from which any conclusion can be drawn.

Research on psycholinguistic training critique and guidelines.

This article presents a critical analysis of Hammill and Larsen's review (1974) of studies on the effectiveness of psycholinguistic training. Variables to be described and controlled in such efficacy studies are presented.

Programs, materials and techniques

Top place this month goes to Learning Centers: A Guide for Effective Use by Waynant and Wilson. It is about classroom learning stations and is chock full of good ideas. Robert Weber edited a useful Handbook on Learning Disabilities which is more concerned with management, social factors and teenagers than with teaching content. Scholastic Magazine and Book Services have published several “write-in” texts which should prove useful to LD teachers at the junior high and high school levels. Piaget for Teachers by Hans Furth neatly condenses, in a very clear way, the principles and teachings of that eminent child psychologist; it receives a “Best Buy” rating. For the musicians among our readers I recommend the Cariabo-Cohn method of teaching music in the classroom. Equally recommended is Robert Valett's The Psychoeducational Treatment of Hyperactive Children, a nice antidote to the Ritalin prescribers. Those interested in Body Ego Technique may wish to dip into Jeri Salkin's book. Hannah Miller reviews the film, As We Are. My own contribution this month is a personal viewpoint about some research reviews which I consider have come to some premature, simplistic conclusions about psycholinguistic auditory-vocal and deficit training procedures.

The Effectiveness of Psycholinguistic Training

This article reviews the results of 38 studies which attempted to train children in psycholinguistic skills and which used the ITPA as the criterion of improvement. It was concluded that the effectiveness of such training has not been conclusively demonstrated and therefore that the rapid expansion of psycholinguistic training programs seems unwarranted.