Investigating the use of a novel multimodal device in lexical assessment and intervention for 3- to 6-year-old bilingual Maltese children

Abstract

The complex process of lexical acquisition, along with the difficulties encountered by children with language impairment, emphasise the need for effective tools for lexical assessment and intervention. This study investigated the potential of Olly Speaks, a novel multimodal device, as a clinical tool for Speech Language Pathologists (SLPs) in Malta, by means of three component studies. The Assessment Study documented the receptive and expressive performance of 153 bilingual, typically developing, Maltese children aged 3;04–6;04 years on Maltese and English lexical assessments administered using Olly Speaks. Statistical analysis showed age, language dominance and school type to significantly affect lexical performance, whilst gender did not. These results may serve as a guideline for local clinicians in the analysis of children’s lexical performance and facilitate the identification of lexical difficulties. The Intervention Study evaluated Olly Speaks for the provision of therapy that addresses conceptual skills and lexical expression, while also comparing it to traditional methods of therapy using pictures. Three bilingual, Maltese children aged 5;03–6;06 years with a DLD, participated in a six-week intervention programme, which employed a Single Case Research Design (SCRD) with an Adapted Alternating Treatment Design (AATD) embedded within a multiple baseline design across behaviours. Results indicated that Olly Speaks was as effective as pictures when targeting categorisation, picture association and identification of the odd one out. An overall higher number of correct lexical items was produced when using Olly Speaks. Results also favoured Olly Speaks with regards to the efficiency of performance, as well as for maintaining the participants’ attention, sitting tolerance and behaviour. Preference Testing revealed an absolute preference for Olly Speaks over pictures by two of the three participants. Therefore, results show the device’s potential as an effective, efficient and motivating tool for the provision of language therapy. The Evaluation Study surveyed the utility of Olly Speaks from the perspectives of seven SLPs and three parents of children with DLD, using a Mixed Methods approach. SLPs gave positive feedback on the device’s potential as a convenient and time-efficient tool for lexical assessment and intervention, as well as for supporting the carryover of therapy outside the clinic. Parents and SLPs emphasized the benefits of the device for maintaining children’s attention and cooperation during therapy. The complementary SLP/Parent App was well received by both groups. The feedback provided by SLPs and parents offers a guide for the refinement of the device for clinical use. All three studies reveal the promising potential of Olly Speaks as a clinical tool for SLPs in Malta.