Group Intervention Changes Brain Activity in Bilingual Language-Impaired Children

This investigation assessed the effectiveness of a phonological intervention program on the brain functioning of bilingual Finnish 6- to 7-year-old preschool children diagnosed with specific language impairment (SLI). The intervention program was implemented by preschool teachers to small groups of...

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Bibliographic Details
Published in:Cerebral cortex (New York, N.Y. 1991) N.Y. 1991), 2007-04, Vol.17 (4), p.849-858
Main Authors: Pihko, Elina, Mickos, Annika, Kujala, Teija, Pihlgren, Annika, Westman, Martin, Alku, Paavo, Byring, Roger, Korkman, Marit
Format: Article
Language:English
Subjects:
Adaptation, Physiological
auditory
Auditory Cortex - physiopathology
Child
Child, Preschool
Evoked Potentials, Auditory
Humans
Language Disorders - physiopathology
Language Disorders - therapy
Language Therapy - methods
Male
MEG
mismatch response MMNm
Multilingualism
P1m
Psychotherapy, Group - methods
specific language impairment SLI
Treatment Outcome
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Summary:This investigation assessed the effectiveness of a phonological intervention program on the brain functioning of bilingual Finnish 6- to 7-year-old preschool children diagnosed with specific language impairment (SLI). The intervention program was implemented by preschool teachers to small groups of children including children with SLI. A matched group of other bilingual children with SLI received a physical exercise program and served as a control group. Auditory evoked magnetic fields were measured before and after the intervention with an oddball paradigm. The brain activity recordings were followed by a behavioral discrimination test. Our results show that, in children with SLI, the positive intervention effect is reflected in plastic changes in the brain activity of the left and right auditory cortices.
ISSN:1047-3211
1460-2199
DOI:10.1093/cercor/bhk037