Abstract
The effect of two therapy methods in the treatment of word-finding problems during a confrontational picture-naming situation are com pared in two groups of severely language-impaired children. A treat ment technique that promotes the strengthening of the children's seman tic networking and encourages the use of self-cuing (semantic treatment) is contrasted with an approach that fosters the child's phonological awareness and supports the use of phonological self-cuing (phonologic al treatment). A course of 15 sessions of treatment over five weeks is undertaken by each subject. The results are measured one week after the end of treatment. Those subjects receiving the semantic treatment indicate a highly significant improvement in naming untrained pictures, but the phonological treatment group makes no significant improve ment. Reasons for this and the efficacy of the two methods is examined, and possible clinical implications are discussed.
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