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A multiple-baseline single-case research design used 20-minute sessions four times weekly across the school year, but outcomes were inconsistent and highly variable. Because visual analyses were problematic, hierarchical linear model (HLM) regressions were added to interpret time-series data, yielding rate estimates that might otherwise be missed. Results suggest promising syntax-intervention effects when HLM handles messy data.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/visual-analysis-plus-hierarchical-linear-model-regressions-morphosyntax-intervention-with-deaf-and-hard-of-hearing-students/599309/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/visual-analysis-plus-hierarchical-linear-model-regressions-morphosyntax-intervention-with-deaf-and-hard-of-hearing-students/599309.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What was the purpose of the pilot study?","Question",{"text":111,"@type":112},"The study tested whether intentional teaching strategies with specially designed materials could improve the accuracy and production of targeted English morphosyntax structures for six deaf and hard-of-hearing students.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why were hierarchical linear model (HLM) regression analyses added?",{"text":116,"@type":112},"Visual analyses of the single-case time-series data were problematic because the data were inconsistent and highly variable, so HLM regression helped interpret rates of learning during the intervention phase.",{"name":118,"@type":109,"acceptedAnswer":119},"What teaching approach was used to support morphosyntax learning?",{"text":120,"@type":112},"The study relied on intentional teaching strategies and, in related reviewed interventions, methods such as explicit presentations, adult modeling with imitation, recasts, focused stimulation, and strategies used during modified storybook reading to elicit targeted structures.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},599309,1792088533,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Visual Analysis Plus Hierarchical  \nLinear Model Regressions: Morphosyntax Intervention with Deaf-and-Hard-ofHearing Students  \nCommunication Disorders Quarterly 2022, Vol. 43(3) 195–205  \n© Hammill Institute on Disabilities 2021 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/15257401211026206](DOI: 10.1177/15257401211026206)[ ](DOI: 10.1177/15257401211026206)[cdq.sagepub.com](cdq.sagepub.com)  \nJanna Hasko, MSc 1, M. Christina Rivera, PhD 1, Monica K. Erbacher, PhD 1, and Shirin D. Antia, PhD 1  \nAbstract  \nWe conducted a pilot study using intentional teaching strategies with specially designed materials to improve accuracy and production of targeted English morphosyntax structures with six deaf and hard-of-hearing students (kindergarten to first grade). A multiple baseline single-case research design (SCRD) consisting of 20-minute sessions four times per week for the duration of a school year was implemented to determine the effect of the supplemental syntax curriculum. The data were inconsistent and highly variable. Visual analyses were problematic; therefore, hierarchical linear model (HLM) regression analyses were conducted with the time series SCRD data as an additional analysis. HLM regression analyses were used to interpret data that might otherwise be overlooked in SCRDs to provide specific values for the rate students were learning during the intervention phase of the study. This pilot study demonstrates that the syntax intervention produces promising results when data that are too messy for visual analysis are analyzed with HLM.  \nKeywords  \nSyntax, intervention, alternative analyses, single-case design, hierarchical linear model regression, deaf and hard of hearing  \nA robust knowledge of morphosyntax contributes to comprehension of spoken or written language (Brimo, 2016; Fricke et al., 2013), including children’s reading comprehension (Hagtvet, 2003; Nation et al., 2004; Share & Leikin, 2004) . Morphosyntax knowledge requires the child to integrate information across two components of language: morphology and syntax. Morphology is the study of the “internal structures or parts of words”(Paul, 2009, p. 19) while syntax refers to the rules that order the grammatical structure or arrangement of words (Paul, 2009) . Syntactical structures assist with understanding the meaning between words (e.g., The girl kicked the ball.) and between sentences (e.g., The girl kicked the ball. She scored a goal.) .  \nTypically hearing children in an English-speaking environment acquire English morphosyntax knowledge through repeated auditory exposure to spoken grammatical structures during interaction with communication partners. By the age of five or six, most typically developing hearing children produce adult-like grammar and do not require formal instruction in English morphosyntax (Arndt & Schuele, 2013; Bowen, 1998) . Despite technological advances in hearing assistive technology, deaf and hardof-hearing (DHH) children often have difficulty mastering English morphosyntax because of intermittent and  \ndistorted auditory access to spoken language (Nielsen et al., 2016) . They may enter school with a delay in morphosyntactic knowledge (Trussell & Easterbrooks, 2015) and thus require specially designed instruction.  \nEffective Strategies Used in Morphosyntax Studies  \nSpecific teaching strategies have been used to promote syntax learning in hearing children who have language impairments (Brimo, 2016; Meyers-Denman & Plante, 2016; Serratrice et al., 2015; To et al., 2015) . These include focused stimulation, explicit presentations about the target structure, adult modeling followed by child imitation, and adult recasts of child utterances. These strategies also have been used when teaching morphosyntax structures to preschool- and school-age DHH students (Richels, Bobzien, et al. 2016; Richels, Schwartz, et al., 2016) . Two research  \n1","cbCaibJtYWsxR7Nz","https://ap.wps.com/l/cbCaibJtYWsxR7Nz","pdf",962719,11,"English","# Abstract\n# Effective Strategies Used in Morphosyntax Studies\n## Single-case research designs and visual analysis challenges\n## Example study: repeated storybook reading intervention","[{\"question\":\"What was the purpose of the pilot study?\",\"answer\":\"The study tested whether intentional teaching strategies with specially designed materials could improve the accuracy and production of targeted English morphosyntax structures for six deaf and hard-of-hearing students.\"},{\"question\":\"Why were hierarchical linear model (HLM) regression analyses added?\",\"answer\":\"Visual analyses of the single-case time-series data were problematic because the data were inconsistent and highly variable, so HLM regression helped interpret rates of learning during the intervention phase.\"},{\"question\":\"What teaching approach was used to support morphosyntax learning?\",\"answer\":\"The study relied on intentional teaching strategies and, in related reviewed interventions, methods such as explicit presentations, adult modeling with imitation, recasts, focused stimulation, and strategies used during modified storybook reading to elicit targeted structures.\"}]","Visual Analysis Plus Hierarchical Linear Model Regressions - Morphosyntax Intervention with Deaf-and-Hard-of-Hearing Students | PDF",28]