Abstract
The existence of naming difficulties among children with language learning problems has been well-documented in the literature, yet there is, at present, little research that addresses intervention. This study reports the results of a clinical experiment designed to ameliorate the naming difficulties of a school-aged boy with a language disorder. A single-subject multiple baseline across behaviors design was employed to investigate the effectiveness of an intervention protocol designed to increase the child’s elaborative word knowledge of sets of words through a deep-level of processing, and thus improve his naming performance. Results indicated that the child decreased his naming response time and naming error rate relative to baseline levels.
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