LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 14:1 January 2014
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Emergence of Expressive Grammatical Morphology
Following Discrete Trial Training & Incidental Teaching:
A Case Study

Maria Grace Treasa, Ph.D. Research Scholar
Prof. Shyamala K. Chengappa, Ph.D.


Introduction

Language impairment is a major characteristic feature seen in children with Autism Spectrum Disorder (ASD) and those diagnosed with Specific Language Impairment (SLI). More specifically, deficits in expressive grammatical morphology have been increasingly reported in the past literature (Condouris, Meyer, & Tager-Flusberg, 2003; Rapin & Dunn, 2003; Kjelgaard & Tager-Flusberg, 2001, Eigsti, Benetto & Dadlani, 2007; Bedore, 2001; Rice & Wexler, 1996; vander Lely & Ullman, 2001; Eadie, Fey, Douglas & Parsons, 2002). A few studies have also been reported in the Indian context in the field of ASD (Shyamala, 2004; Shafna & Shyamala, 2011; Treasa & Shyamala, 2013c) and SLI (Prasitha & Prema, 2007; Treasa & Shyamala, 2013b). However, there is a dearth of Indian studies on language intervention in child language disorders.

Discrete Trial Training (DTT)

In this era of evidence based practice, one of the most commonly employed intervention method includes the Discrete Trial Training (DTT). It is a structured method traditionally used to teach various linguistic, cognitive, motor, social and behavioural skills.

In DTT, clear and concrete instructions are provided; in addition, the tasks are broken down into short and distinct repeated trials that accommodate the needs of individuals with short attention spans. Lovaas (1981) defined a trial as a “single teaching unit.” A particular trial typically consists of four parts: (a) the discriminative stimulus (SD) (the instruction, prompt, model), (b) the response (R), (c) the consequence or the reinforcing stimulus (SR), and (d) the inter-trial interval (ITI) (presentation wait time). In addition, an optional prompt (SP) may be used to help the child respond correctly.


This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.


Maria Grace Treasa, Ph.D. Research Scholar
tgracemaria@gmail.com

Prof. Shyamala K.Chengappa, Ph.D.
shyamalakc@yahoo.com

Department of Speech-Language Pathology
All India Institute of Speech and Hearing
Manasagangothri
Mysore 570006
Karnataka
India

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