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. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25996168.

中文翻译：

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使用形状编码系统对患有发展性语言障碍的儿童进行个性化形态句法目标识别和显式干预的有效性以及疗程内剂量的影响。


目的 我们研究了使用不同剂量的 SHAPE CODING™ 系统进行高度个性化的形态句法干预的有效性。方法 八名年龄为 8;0-10;10（岁；月）患有发育性语言障碍的儿童接受 10 小时的明确的个体化形态句法干预，每周一次，每次 30 分钟，持续 20 周。在至少四次基线探针测试之后，每个会话的两个语法目标接受明确的指令，直到它们达到标准（90％），此时引入下一个目标。为了控制会话长度和教学片段密度，两个目标每次都接受 20 个教学片段，或者一个目标接受 10 个教学片段，另一个目标接受 30 个教学片段。还对已完成的目标进行了维护测试。结果 干预后探针测试的分数显着高于基线阶段 (d = 1.6)，而在基线或维持阶段没有变化。然而，干预阶段的进展非常显着。一名参与者通过干预表现出明显更快的进展，而另一名参与者（注意力得分最低）则进展甚微。当考虑相对于累积干预课程的进展时，每次教学 30 次教学时，进展较快；每次 10 次时，进展较慢。然而，当使用累积教学次数作为预测因子时，所有三个疗程内剂量都显示出非常相似的进展率，其中每个教学片段的正确反应几率增加 3.9%。达到的目标平均需要40-60个教学片段。结论 除一名参与者外，个体化干预是非常有效和高效的。 因此，个体化的目标识别过程和干预方法值得在更大的儿童群体中进一步研究。跨课程提供的每个目标的累计教学片段数似乎是关键。因此，临床医生应该以较高的教学发生率为目标，特别是在教学次数受到限制的情况下。否则，干预安排可以灵活安排。补充材料 https://doi.org/10.23641/asha.25996168。