Effectiveness of group therapy versus individual therapy in acquisition of pre-linguistic skills in children with expressive language disorders

Ruqaiya Faiz Akbar, Humaira Shamim Kiyani, Ghulam Saqulain
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Abstract

Background: Children with expressive language difficulties may find it difficult to communicate effectively. To encourage the development of prelinguistic skills and improve overall language development, early intervention is essential. Objective: To determine the effectiveness of group therapy as compared to individual therapy in the acquisition of pre-linguistic skills in children with expressive language disorders. Methods: A experimental study was conducted at special education centers of Rawalpindi & Islamabad, from August 2015 to January 2016. A total of n=17 children with expressive language disorders of either gender with ages between 4-7 years were recruited through a nonprobability convenient sampling technique, with Group A (Individual Therapy) including n=7 kids and Group B (Group therapy) n=10 kids. The outcome measures were Eye contact, attention span, turn-taking, and imitation skills, noted before therapy and after completing 20 sessions post-therapy (after 7 weeks). Statistical analysis was done using SPSS 20. An Independent t-test was utilized to see any difference between groups. Results: The study included 10(58.82%) males and 7(41.18%) females with most 9(52.94%) being 6 to 7 years of age. Post therapy results revealed significantly better results for group therapy versus individual therapy (11.0±1.24 vs 8.28±1.11) for eye-contact (p=0.000); (11.0±0.94 vs 7.8±1.34) attention span (p=0.000); (11.4±0.69 vs 8.0±0.81) turn taking (p=0.000); and (10.6±1.34 vs 8.4±0.97) for imitation skills (p=002). Conclusion: The study concludes that group therapy is significantly more effective than individual therapy for improving pre-linguistic skills including eye contact, attention span, turn-taking, and imitation skills in 4 to 7 years old kids with expressive language disorders. Keywords: Language, Expressive language disorder, Pre-linguistic skills, Group therapy, Individual therapy
表达性语言障碍儿童语言前技能习得的团体治疗与个体治疗的效果
背景:有表达性语言障碍的儿童可能很难进行有效的沟通。为了鼓励前语言技能的发展和提高整体语言发展,早期干预是必不可少的。目的:比较小组治疗与个体治疗在表达性语言障碍儿童语言前技能习得中的效果。方法:在拉瓦尔品第市特殊教育中心进行实验研究;伊斯兰堡,2015年8月至2016年1月。采用非概率方便抽样的方法,共招募了n=17名年龄在4-7岁的表达性语言障碍儿童,其中A组(个别治疗)n=7名,B组(团体治疗)n=10名。结果测量是治疗前和治疗后(7周后)完成20个疗程后记录的目光接触、注意力持续时间、轮流和模仿技能。采用SPSS 20进行统计分析。使用独立t检验来查看组间的差异。结果:男性10例(58.82%),女性7例(41.18%),其中6 ~ 7岁患者最多9例(52.94%)。治疗后结果显示,团体治疗的眼神接触效果明显优于个体治疗(11.0±1.24 vs 8.28±1.11)(p=0.000);(11.0±0.94 vs 7.8±1.34)注意广度(p=0.000);(11.4±0.69 vs 8.0±0.81),p=0.000;模仿技能(10.6±1.34 vs 8.4±0.97)差异有统计学意义(p=002)。结论:在提高4 ~ 7岁表达性语言障碍儿童的眼神交流、注意力持续时间、轮流、模仿等语言前技能方面,团体治疗明显优于个体治疗。关键词:语言,表达性语言障碍,前语言技能,团体治疗,个体治疗
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