Purpose: The purpose of the investigation was to examine and compare the effect of a multisensory and unisensory intervention conditions on novel vocabulary acquisition in typically developing three-year-old children. Method: An adapted alternating treatment research design was used for this investigation in order to evaluate the effectiveness of a receptive word learning task with (multisensory) and without (unisensory) access to speech reading cues. Three participants, ages 3;5 (P1), 3;6 (P2), and 3;0 (P3) were included in the investigation. P1 received nine sessions that were scheduled twice per week for 30 minutes. P2 received two 30-minute sessions per week for four weeks, and P3 received two 30-minute sessions per week for three weeks. Results: Results of the investigation indicate that participants demonstrated evidence for learning novel words in both condition (MSI, UI), however demonstrated increased evidence for learning and acquiring target words when access to speech reading cues were limited (UI condition). Conclusion: These findings reveal that both interventions were found to be effective treatment programs for acquiring vocabulary words in typically developing three-year-old children. However, when access to speech reading cues were removed, participants demonstrated acqusition more efficiently. Future research will replicate the investigation to focus on expanding the participants to include a broader age range and individuals with language delays/disorders.
