Children with Developmental Language Disorder (DLD) have persistent problems with grammar, which often lead to reading and writing difficulties and academic failure. Despite the importance of grammar, complex sentences are often not addressed as intervention targets in kindergarten and early primary school children. In this presentation, the early efficacy of a new theory-driven principle of grammar intervention, Graduated Input Type Variation (GITV),designed for use with young children with DLD was examined. Involving manipulation of verb types in the sentence input in two stages, the intervention was delivered using two evidence-based procedures, conversational recast and focused stimulation. Using a multiple baseline, within-subject design, we compared changes in the children's production of a trained sentence structure relative to an control structure. Three 6–7-year-old children with DLD participated in the study. The children’s production of the trained and control structures, as well as the untrained structure, were measured in 4 baseline sessions, 16 30-minute intervention sessions and 5 maintenance sessions using structured probes. Functional communication skills were also compared before and after intervention using the FOCUS questionnaire. Results showed that GITV led to gains on the trained sentence structure relative to baseline for two children, while the control structure remained low for all three children, supporting the early efficacy of GITV. No across-behaviour generalisation was observed. Two children made clinically significant gains in functional communication skills. We discovered that the new theory-driven intervention principle of graduated input type variation can support language learning, however, further refinement of the principle might lead to greater gains across structures. In conclusion, our study contributes to the limited research in complex syntax intervention for young children with DLD, and suggests that prioritising complex sentences in these children is not only possible, but has the potential to be impactful.

At the conclusion of the presentation, attendees will take away: 1. Preliminary evidence in support of a grammar intervention approach that applies the principle of graduated input type variation; 2. Theoretical background and empirical evidence in support of the manipulation of verb types in sentences presented to the child. 3. Ideas for future research and clinical practice to improve the efficacy of grammar intervention for young children with DLD.