The Effect of Neuropsychological Interventions on Language Performance of Children with Specific Language Impairment (SLI): A single subject study

Document Type : Original Article

Authors

1 Assistant Professor of psychology and education of children with special needs, University of Isfahan, Isfahan, Iran

2 MA of psychology and education of children with special needs, University of Isfahan, Isfahan, Iran

3 MSc in speech therapy, Rehabilitation expert Borkhar city walfare office, Isfahan, Iran

4 Assistant Professor of psychology and education of children with special needs, University of Isfahan, Isfahan, IRAN

Abstract

Purpose:
Children before they could speak, they should be able to understand what they hear. In fact, receptive language is the main base of expressive language. Because the receptive language skills of children with specific language impairment are lower than their normal peers, providing interventions that lead to improved performance of their receptive language seems necessary. The purpose of this study is to examine the effect of neuropsychological interventions on receptive language performance of children with Specific Language Impairment (SLI).
Methods:
In this study, a single- subject research methodology was employed. For this purpose, among all preschool children with Specific Language Impairment in 2013 in Isfahan, by using purposive sampling method and according to entry criteria of the study, 5 children were selected. Every child after 4 based line sessions received neuropsychological interventions in 10 sessions and one month after the intervention, three test sessions were followed. This research tools to collect data, was Test of Language Development. Primary, c1997, 3rd (TOLP-P: 3), Wechsler intelligence scale for children 4th edition (WISC-IV), and clinical interview.
Results:
The results showed that during the visual analysis of data charts and based on the descriptive statistics, intervention has been effective in all five subjects of the (Respectively with Percentage of Non-Overlapping Data 80, 90, 100, 90 and 100 for subjects 1,2,3,4 and 5). Moreover, the mean scores for receptive language in subjects 1, 2, 3, 4, and 5, respectively from 57.75, 59.5, 65, 67, and 78/5 have increased to 81.7, 77.6, 88.7, 82.9, and 95.4.
Conclusion:
The results of the present study showed that the mean scores of receptive language increased in all 5 subjects. Therefore, it can be concluded that receptive language performance in children with specific language impairment are  improved with neuropsychological interventions, and this method can be employed as a method of therapeutic intervention in the education and rehabilitation of children with specific language impairment.

Keywords

References

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Journal of Paramedical Sciences & Rehabilitation
Volume 4, Issue 4 - Serial Number 4
December 2015
Pages 51-61

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