Verbal mediation as a treatment strategy for children with non-verbal learning difficulties

Abstract

Aim The aim of this case study was to investigate the effectiveness of verbal mediation training in children with non-verbal learning difficulties. Methods Two A-B-A single case experimental design studies were conducted. In the intervention phase each child was asked to complete non-verbal construction tasks using verbal mediation. Children also completed a digit span task, as a control measure of overall development. During the training and follow-up phases they completed a jigsaw, as a measure of generalization of training to a related task. Findings: The results suggested that the children improved in their ability to complete non-verbal construction tasks, unrelated to changes in their overall developmental level. Conclusions Findings suggest that verbal mediation training was beneficial for two children with non-verbal learning difficulties but further research, in the form of randomized controlled trials is needed.

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