PURPOSE This study investigated the effects of Sketch and Speak strategy intervention on expressive and receptive expository discourse for adolescents with language-related learning disabilities (LLD). METHOD Three participants completed baseline and twelve 45- to 60-min individual treatment sessions in a multiple-baseline across participants design. In treatment, participants learned to take notes using pictography and conventional bulleted notes, orally generate sentences from their notes, and orally practice full sentences and oral reports. Session tests with varied levels of instructional support were used to collect outcome data on free-recall oral reports, short-answer question responses, and participant notes. A distal, age- referenced expository task and social validity questionnaires were administered pre-/postintervention. RESULTS Visual and statistical analyses revealed significant effects of treatment on the primary outcome measure of Oral Report Quality and on secondary outcomes of Note Quantity and Quality. There was no significant effect of treatment on Short-Answer Recall questions. Two participants generalized strategies during the treatment phase to independent performance on Oral Reports and one improved on Note Quality. All three participants improved on the distal expository measure. Social validity questionnaires showed participant awareness and buy-in of taught strategies, with potential for generalization at the high school level. CONCLUSIONS These adolescent students benefited from explicit instruction in note-taking strategies and systematic oral practice of expository discourse even within the challenging delivery setting of telepractice. This study provides evidence for the use of Sketch and Speak expository intervention with adolescents with LLD to improve comprehension and expression of grade-level material. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.23681505.

中文翻译：

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青少年的素描和口语说明性干预：通过远程练习进行的单例实验。

目的本研究调查了“素描和说话”策略干预对患有语言相关学习障碍（LLD）的青少年的表达性和接受性说明性话语的影响。方法 三名参与者在跨参与者设计的多基线中完成了基线和 12 次 45 至 60 分钟的单独治疗疗程。在治疗中，参与者学会使用象形文字和传统的项目符号笔记做笔记，从笔记中口头生成句子，并口头练习完整的句子和口头报告。使用具有不同水平的教学支持的会话测试来收集有关自由回忆口头报告、简答题回答和参与者笔记的结果数据。在干预前/后进行远端的、以年龄为参考的说明性任务和社会效度问卷。结果 视觉和统计分析揭示了治疗对口头报告质量的主要结果测量以及笔记数量和质量的次要结果的显着影响。治疗对简答回忆问题没有显着影响。两名参与者在治疗阶段将策略推广到口头报告的独立表现，另一名参与者则改进了笔记质量。所有三名参与者在远端说明性测量上都有所提高。社会效度问卷显示参与者对教学策略的认识和接受，具有在高中水平推广的潜力。结论 即使在远程练习的挑战性交付环境中，这些青少年学生也受益于笔记策略的明确指导和说明性话语的系统口语练习。这项研究为对 LLD 青少年使用素描和口语说明性干预来提高对年级材料的理解和表达提供了证据。补充材料 https://doi.org/10.23641/asha.23681505。