Exploring the outcomes of a novel computer-assisted treatment program targeting expressive-grammar deficits in preschoolers with XXXX .

@entity1 @entity2414 @entity10870 @entity1129
PURPOSE: The impact of a newly designed computer-assisted treatment (C- @entity1129 ) program, My Sentence Builder, for the remediation of expressive-grammar deficits in @entity1 with @entity10870 ( @entity10870 ) was explored. This program was specifically designed with features to directly address expressive-grammar difficulties, thought to be associated with hypothesized @entity2414 (VWM). METHOD: Thirty-four preschoolers with deficits in expressive-grammar morphology participated. Using the randomization procedure of consecutive sampling, @entity1 were recruited. Twenty-two @entity1 were consecutively assigned to one of two treatment groups, C- @entity1129 or non C- @entity1129 (nC- @entity1129 ). The nC- @entity1129 utilized conventional language stimulation procedures containing features which have been traditionally used to address expressive-grammar deficits. A group of equivalent @entity1 awaiting treatment and chosen from the same sample of @entity1 as the treatment @entity1 served as a control group. Blind assessments of outcomes were completed pre-, post-, and 3-months post-treatment in a formal and informal context. RESULTS: C- @entity1129 and nC- @entity1129 @entity1 significantly outperformed controls pre-to-post to 3-months post-treatment in both assessment contexts. No significant differences in treatment gains were found between C- @entity1129 and nC- @entity1129 . CONCLUSION: Results suggested that treatments designed to directly address expressive-grammar deficits were better than no treatment for preschool @entity10870 . Further, use of a C- @entity1129 program may be another feasible treatment method for this disorder population. LEARNING OUTCOMES: As a result of this activity, the reader will recognize that: (1) expressive-grammar treatment is better than no treatment for immediate and continued language growth, (2) use of a C- @entity1129 program containing specific features designed to directly address expressive-grammar deficits is another viable, but not necessarily a better treatment option for the remediation of expressive-grammar deficits in preschool @entity1 with @entity10870 , and (3) different outcome contexts yield distinct yet equally important findings about growth in @entity1 's expressive-grammar skills with treatment.
