The effectiveness of individualized morphosyntactic target identification and explicit intervention using the SHAPE CODING system for children with developmental language disorder and the impact of within-session dosage

Ebbels, Susan H.; Gadd, Mollie; Nicoll, Hilary; Hughes, Lucy; Dawson, Nicola; Burke, Caroline; Calder, Samuel D.; Frizelle, Pauline

The effectiveness of individualized morphosyntactic target identification and explicit intervention using the SHAPE CODING system for children with developmental language disorder and the impact of within-session dosage

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Accepted version

Date

2024-06-19

Authors

Ebbels, Susan H.

Gadd, Mollie

Nicoll, Hilary

Hughes, Lucy

Dawson, Nicola

Burke, Caroline

Calder, Samuel D.

Frizelle, Pauline

Publisher

American Speech-Language-Hearing Association

Published Version

https://doi.org/10.1044/2024_LSHSS-23-00098

Abstract

Purpose: We investigated the effectiveness of a highly individualized morphosyntactic intervention using the SHAPE CODING™ system delivered at different dosages. Method: Eight children with developmental language disorder aged 8;0–10;10 (years;months) received 10 hr of explicit individualized intervention for morphosyntax delivered in 30-min individual sessions once per week for 20 weeks. Following at least four baseline probe tests, two grammatical targets per session received explicit instruction until they reached criterion (90%), when the next target was introduced. To control for session length and teaching episode density, either both targets received 20 teaching episodes per session or one target received 10 teaching episodes and the other 30. Maintenance testing of completed targets was also carried out. Results: Scores on probe tests post-intervention were significantly higher than during the baseline phase (d = 1.6) with no change during the baseline or maintenance phases. However, progress during the intervention phase was highly significant. One participant showed significantly faster progress with intervention, while one (with the lowest attention score) made little progress. When considering progress relative to cumulative intervention sessions, progress was faster with 30 teaching episodes per session and slower with 10. However, when cumulative teaching episodes were used as the predictor, all three within-session dosages showed very similar rates of progress, with the odds of a correct response increasing by 3.9% for each teaching episode. The targets that were achieved required an average of 40–60 teaching episodes. Conclusions: With the exception of one participant, the individualized intervention was highly effective and efficient. Thus, the individualized target identification process and intervention method merit further research in a larger group of children. The cumulative number of teaching episodes per target provided across sessions appeared to be key. Thus, clinicians should aim for high teaching episode rates, particularly if the number of sessions is constrained. Otherwise, intervention scheduling can be flexible.

Keywords

Developmental Language Disorder (DLD) , Intervention , Language , Teaching episodes , Morphosyntactic target , SHAPE CODING™ system

Citation

Ebbels, S.H., Gadd, M., Nicoll, H., Hughes, L., Dawson, N., Burke, C., Calder, S.D. and Frizelle, P. (2024) ‘The effectiveness of individualized morphosyntactic target identification and explicit intervention using the shape coding system for children with developmental language disorder and the impact of within-session dosage’, Language, Speech, and Hearing Services in Schools, 55(3), pp. 803–837. Available at: https://doi.org/10.1044/2024_LSHSS-23-00098.