Research Article

The effectiveness of discourse-based intervention on personal narrative of school-aged children with borderline intelligence quotient

Abstract

Background and Aim: Discourse-based interventions were studied less in speech therapy. This study aimed to investigate the effects of discourse-based intervention on language disabilities in school-aged children with borderline intelligence quotient (IQ).
Methods: In an experimental study, 33 students at the age of 6-13 years with borderline intelligence quotient (17 students for intervention and 16 students for control group) were selected with available sampling. The intervention lasted 14 sessions (every session: 45 minutes) that focused on the structure and content of discourse. Personal narrative was elicited with explanation of the same topic (go to a trip) for pre- and post-test.
Results: Mean scores of intelligence quotient, age and education had no difference between the two groups. The intervention caused the increase of compound sentences (p=0.038), types of cohesive conjunctions (p=0.003), and related information (p=0.008) and decrease of ungrammatical sentences (p=0.031).
Conclusion: Our findings indicate that participation in the intervention program has a clinically significant effect on the participants' abilities to produce personal narrative.

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IssueVol 23 No 1 (2014) QRcode
SectionResearch Article(s)
Keywords
Personal narrative language disorder student
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Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
1.
Rovshan B, Karimlo M, Alipour A, Khoddam A. The effectiveness of discourse-based intervention on personal narrative of school-aged children with borderline intelligence quotient. Aud Vestib Res. 2017;23(1):87-95.