Objective: With evidence supporting the need for a strong vocabulary to ensure academic success, children from low-SES homes often require additional support in the school environment to strengthen their vocabulary skills. Various intervention programs have been implemented across the country, but few of those programs have research to show efficacy when working with students from low-SES backgrounds. Through the use of a multi-sensory approach, the Expanding Expression Tool (EET) provides the child with a mnemonic device, along with visual and tactile information, to facilitate organization and retrieval of information about items described. Method: Using a single case research design, the effects of the EET were investigated by measuring the verbal descriptors produced by two children given to describe a target noun. The participants were a set of fraternal twins, one male and one female, aged 6 years, 10 months. Each received baseline and intervention sessions for 30-minutes, three times per week until criterion was met. The dependent variable was the number of verbal descriptors given to describe common nouns. Results: Using the 2 standard deviation method, data indicated that changes from baseline to the end of intervention showed a signficant increase in number of descriptors provided to describe a noun. Conclusion: Given instruction in the EET, children from low-SES background may increase vocabulary production in relation to descriptors of nouns.
