Naslov
Efficacy, model of delivery, intensity and targets of pragmatic interventions for children with developmental language disorder: A systematic review

Autori
Jensen de López, Kristine M. ; Kuvač Kraljević, Jelena ; Struntze, Emilie L. Bang

Izvornik
International journal of language & communication disorders (1368-2822) 57 (2022), 4; 764-781

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
developmental language disorder, intensity, intervention, model of delivery, pragmatic skills, targets

Sažetak
Background:It is widely acknowledged that children with developmental lan-guage disorder (DLD) predominantly have difficulties in the areas of grammarand vocabulary, with preserved pragmatic skills. Consequently, few studies focuson the pragmatic skills of children with DLD, and there is a distinct lack of stud-ies examining the effectiveness of pragmatic interventions.Aims:To carry out a systematic review of the literature on pragmatic interven-tions for children with DLD.Methods & Procedures:This systematic review was registered with PROS-PERO (ID=CRD42017067239). A systematic search in seven databases yielded1031 papers, of which 11 met our inclusion criteria. The included papers focusedon interventions for children with DLD (mean=3–18 years), enhancing orallanguage pragmatic skills, published between January 2006 and May 2020, andwere based on a group-study design such as randomized control trial or pre-post-testing. Study participants were monolingual speakers. The quality of papers wasappraised using the Cochrane Risk of bias tool for randomized controlled trials.Outcomes & Results:There was a high degree of variability between theincludedinterventionstudies, especially regardingintensity, interventiontargetsand outcomes. The evidence suggested that pragmatic intervention is feasible forall models of delivery (individual, small and large group) and that interventionsfor pragmatic language are mostly focused on encouragement of conversationand narrative skills observed through parent–child interaction or shared book-reading activities.Conclusions & Implications:This study highlights the importance of promot-ing and explicitly teaching pragmatic skills to children with DLD in structuredinterventions. A narrative synthesis of the included studies revealed that in addi-tion to directintervention, indirectintervention can also contributeto improvingoral pragmatic skills of children with DLD.

Izvorni jezik
Engleski

POVEZANOST RADA