title: Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying an Adequate Intensity and Variation in Treatment Response.
abstract: OBJECTIVE
  This study sought to identify an adequate intensity of interactive book reading for new word learning by children with specific language impairment (SLI) and to examine variability in treatment response.
  
  
  METHODS
  An escalation design adapted from nontoxic drug trials (Hunsberger, Rubinstein, Dancey, & Korn, 2005) was used in this Phase I/II preliminary clinical trial. A total of 27 kindergarten children with SLI were randomized to 1 of 4 intensities of interactive book reading: 12, 24, 36, or 48 exposures. Word learning was monitored through a definition task and a naming task. An intensity response curve was examined to identify the adequate intensity. Correlations and classification accuracy were used to examine variation in response to treatment relative to pretreatment and early treatment measures.
  
  
  RESULTS
  Response to treatment improved as intensity increased from 12 to 24 to 36 exposures, and then no further improvements were observed as intensity increased to 48 exposures. There was variability in treatment response: Children with poor phonological awareness, low vocabulary, and/or poor nonword repetition were less likely to respond to treatment.
  
  
  CONCLUSIONS
  The adequate intensity for this version of interactive book reading was 36 exposures, but further development of the treatment is needed to increase the benefit for children with SLI.
authors.affiliation: University of Kansas, Lawrence.
authors.forename: Holly L
authors.initials: HL
authors.lastname: Storkel
authors.affiliation: University of Kansas, Lawrence.
authors.forename: Krista
authors.initials: K
authors.lastname: Voelmle
authors.affiliation: University of Kansas, Lawrence.
authors.forename: Veronica
authors.initials: V
authors.lastname: Fierro
authors.affiliation: University of Kansas, Lawrence.
authors.forename: Kelsey
authors.initials: K
authors.lastname: Flake
authors.affiliation: University of Kansas, Lawrence.
authors.forename: Kandace K
authors.initials: KK
authors.lastname: Fleming
authors.affiliation: University of Kansas, Lawrence.
authors.forename: Rebecca Swinburne
authors.initials: RS
authors.lastname: Romine
mesh_terms: D001877:Books; D002648:Child; D002663:Child Language; D002675:Child, Preschool; D005260:Female; D006801:Humans; D007804:Language Development; D007805:Language Development Disorders / Q000628:therapy*; D007807:Language Tests; D008037:Linguistics; D008297:Male; D011932:Reading; D012574:Schools; D016896:Treatment Outcome; D014706:Verbal Learning; D014825:Vocabulary