Objective: This study compared the effectiveness of recast intervention with an added visual cue and without an added visual cue ont he usage of target grammar skills in three preschoolers with expressive language delays. Method: This study used a single case-adapted alternating treatment design. Participants were seen one-on-one twice a week for 30-minute sessions for eight weeks and received two grammar interventions within each session, recast with and without and added visual cue. Each session had a dosage of 12 interventions for each modality, for a total of 24 productions for each session. In addition, there were five probes before each condition, which measured goals learned from previous sessions. Probes were the outcomes measured. There were two variables measured for each participant. Non-standardized measures were used to measure outcomes. Results: Each participant participated in two different interventions, which measured a total of six conditions. The investigation demonstrated evidence for recasts as a form of grammar intervention for preschoolers with expressive language delays. However, there was no statistical improvement when a visual cue was added. Conclusion: Results continue to support the efficacy of recast intervention to improve grammar skills. Future research should evaluate whether a lower dosage within each session will allow for additional processing time for the preschooler and whether a visual cue supports grammar learning for preschoolers with expressive language delays.
