Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Language acquisition; Music therapy for children; Verbal ability in children; Academic theses;
Abstract
The purpose of this study was to explore the use of two intervention approaches with children who are delayed in their development of expressive language (i.e. "late talkers"). Identification and intervention for late talkers is often controversial. This study examined whether music therapy has an equal or greater effect on speech and language acquisition in two toddlers with late-developing speech and expressive language when compared to a literacy-based intervention involving storybook reading. The use of storybook reading in speech and language therapy has been examined and found successful when used with children with communication disorders. However additional research is needed to determine the most appropriate method and population for whom it is most useful. Music therapy is another approach to intervention that has been used with persons who have communication disorders. While there has been success using music in speech and language therapy, additional information about music therapy is still needed, particularly for late talkers. This study was a single-subject alternating treatment design with multiple baselines across subjects. Participants NA, a 22-month-old female, and BA, a 24-monthold male, were identified as late talkers by their childcare facility director. The treatment consisted of two cycles, a music-based treatment and a literacy-based treatment, each four weeks in length, totaling eight weeks. Two 30-minute sessions were held each week, with the exception of one week for participant NA, who was ill one day. She received 15 treatment sessions, while participant BA received 16. Total vocabulary production was recorded each session, while baseline sessions (pre-treatment, mid-treatment, and post-treatment) indicated growth of vocabulary following treatments. Results indicated that while participants benefited from both treatment approaches, neither approach proved more beneficial. Both children increased target word production (5.33 for NA; 12.33 for BA) compared to no-treatment words (.67 for NA; .33 for BA) during baseline sessions following literacy treatment. BA also increased target word production (19) compared to no-treatment probe words (.67) during baseline sessions following music treatment. Progress in lexical inventory and expressive language was seen in both participants; however, participants were still delayed for their age. Clinical implications for further research are discussed.
Year of Submission
2008
Degree Name
Master of Arts
Department
Department of Communication Sciences and Disorders
First Advisor
Lauren Nelson
Second Advisor
Theresa Kouri
Third Advisor
Carlin Hageman
Date Original
2008
Object Description
1 PDF file (76 leaves)
Copyright
©2008 Chelsea Ki Sook Clock Bell
Language
en
File Format
application/pdf
Recommended Citation
Bell, Chelsea Ki Sook Clock, "Comparing the Effects of Sung versus Spoken Lyrics on Speech and Language Acquisition in Late-Talking Toddlers" (2008). Dissertations and Theses @ UNI. 2035.
https://scholarworks.uni.edu/etd/2035
Comments
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