Effects of Treatment on the Topic Performance of a School-Age Child

Abstract

The effects of a pragmatic treatment program on the topic performance of a 5-year-old child were examined. Cognitive and language comprehension levels of development were normal, with a delay in language production. Treatment goals involved an increase in the frequency of memory- and future-related topic initiations. A multiple baseline design across behaviors was employed. Within a 6-month period, the child met criteria for both goals. A clinically significant increase in the child's general level of syntactic development was also exhibited. Clinical implications are discussed.