The Efficacy of a Theoretically Motivated Past Tense Intervention for Early School-Aged Children with Developmental Language Disorder
This doctoral research evaluated the efficacy of a theoretically motivated intervention to improve past tense marking for early school-aged children with Developmental Language Disorder. A programmatic approach to clinical outcome testing was undertaken with a total of 30 children aged between 5;10...
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| Format: | Thesis |
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Curtin University
2021
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| Online Access: | http://hdl.handle.net/20.500.11937/83445 |
| _version_ | 1848764587046862848 |
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| author | Calder, Samuel David |
| author_facet | Calder, Samuel David |
| author_sort | Calder, Samuel David |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This doctoral research evaluated the efficacy of a theoretically motivated intervention to improve past tense marking for early school-aged children with Developmental Language Disorder. A programmatic approach to clinical outcome testing was undertaken with a total of 30 children aged between 5;10 and 6;11 years. Intervention efficacy was demonstrated; however, theoretical predictions based on measures of memory status were not conclusive. Findings reflect the heterogeneity of Developmental Language Disorder as a clinical population. |
| first_indexed | 2025-11-14T11:21:43Z |
| format | Thesis |
| id | curtin-20.500.11937-83445 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:21:43Z |
| publishDate | 2021 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-834452021-05-06T00:35:12Z The Efficacy of a Theoretically Motivated Past Tense Intervention for Early School-Aged Children with Developmental Language Disorder Calder, Samuel David This doctoral research evaluated the efficacy of a theoretically motivated intervention to improve past tense marking for early school-aged children with Developmental Language Disorder. A programmatic approach to clinical outcome testing was undertaken with a total of 30 children aged between 5;10 and 6;11 years. Intervention efficacy was demonstrated; however, theoretical predictions based on measures of memory status were not conclusive. Findings reflect the heterogeneity of Developmental Language Disorder as a clinical population. 2021 Thesis http://hdl.handle.net/20.500.11937/83445 Curtin University fulltext |
| spellingShingle | Calder, Samuel David The Efficacy of a Theoretically Motivated Past Tense Intervention for Early School-Aged Children with Developmental Language Disorder |
| title | The Efficacy of a Theoretically Motivated Past Tense Intervention for Early School-Aged Children with Developmental Language Disorder |
| title_full | The Efficacy of a Theoretically Motivated Past Tense Intervention for Early School-Aged Children with Developmental Language Disorder |
| title_fullStr | The Efficacy of a Theoretically Motivated Past Tense Intervention for Early School-Aged Children with Developmental Language Disorder |
| title_full_unstemmed | The Efficacy of a Theoretically Motivated Past Tense Intervention for Early School-Aged Children with Developmental Language Disorder |
| title_short | The Efficacy of a Theoretically Motivated Past Tense Intervention for Early School-Aged Children with Developmental Language Disorder |
| title_sort | efficacy of a theoretically motivated past tense intervention for early school-aged children with developmental language disorder |
| url | http://hdl.handle.net/20.500.11937/83445 |