Sketch and Speak intervention (Ukrainetz, 2018)

Purpose: This preliminary study investigated an intervention procedure employing 2 types of note-taking and oral practice to improve expository reporting skills.Procedure: Forty-four 4th to 6th graders with language-related learning disabilities from 9 schools were assigned to treatment or control conditions that were balanced for grade, oral language, and other features. The treatment condition received 6 30-min individual or pair sessions from the school of speech-language pathologists (SLPs). Treatment involved reducing statements from grade-level science articles into concise ideas, recording the ideas as pictographic and conventional notes, and expanding from the notes into full oral sentences that are then combined into oral reports. Participants were pretested and posttested on taking notes from grade-level history articles and using the notes to give oral reports. Posttesting also included written reports 1 to 3 days following the oral reports.Results: The treatment group showed significantly greater improvement than the control group on multiple quality features of the notes and oral reports. Quantity, holistic oral quality, and delayed written reports were not significantly better. The SLPs reported high levels of student engagement and learning of skills and content within treatment. They attributed the perceived benefits to the elements of simplicity, visuals, oral practice, repeated opportunities, and visible progress.Conclusion: This study indicates potential for Sketch and Speak to improve student performance in expository reporting and gives direction for strengthening and further investigating this novel SLP treatment.Supplemental Material S1. Donal’s pretest written notes.Supplemental Material S2. Donal’s posttest pictographic notes that resulted.Supplemental Material S3. Tyrone’s pretest written notes.Supplemental Material S4. Tyrone’s posttest written and pictographic notes. Ukrainetz, T. A. (2018). Sketch and Speak: An expository intervention using note-taking and oral practice for children with language-related learning disabilities. Language, Speech, and Hearing Services in Schools. Advance online publication. https://doi.org/10.1044/2018_LSHSS-18-0047

目的：本初步研究调查了一种干预程序，该程序采用两种笔记记录和口语练习方法，旨在提升学生的叙述报告技能。方法：从9所学校中选取了44名患有语言相关学习障碍的4至6年级学生，将他们分配到治疗组和对照组，两组在年级、口语语言和其他特征上保持平衡。治疗组接受了来自言语语言病理学（SLPs）学校的6次30分钟的个别或结对治疗会议。治疗内容包括将年级科学文章中的陈述简化为简洁的观点，将观点记录为象形和传统笔记，并从笔记中扩展到完整的口头句子，然后将其组合成口头报告。参与者接受了从年级历史文章中摘记和利用笔记进行口头报告的预测试和后测试。后测试还包括在口头报告后1至3天内提交的书面报告。结果：治疗组在笔记和口头报告的多个质量特征上显示出比对照组显著更大的改进。数量、整体口语质量和延迟的书面报告没有显著改善。SLPs报告称，学生在治疗过程中表现出了高水平的参与度和技能及内容的掌握。他们将感知到的益处归因于简明性、视觉元素、口语练习、重复的机会和可见的进步。结论：本研究表明，Sketch and Speak（一种利用笔记记录和口语练习的叙述干预方法）有望提高学生在叙述报告方面的表现，并为加强和进一步研究这种新颖的SLP治疗方法提供了方向。补充材料S1：Donal的预测试书面笔记。补充材料S2：Donal的后测试象形笔记。补充材料S3：Tyrone的预测试书面笔记。补充材料S4：Tyrone的后测试书面和象形笔记。Ukrainetz, T. A. (2018). Sketch and Speak: An expository intervention using note-taking and oral practice for children with language-related learning disabilities. Language, Speech, and Hearing Services in Schools. Advance online publication. https://doi.org/10.1044/2018_LSHSS-18-0047