Naslov
Interventions for children with DLD that target pragmatic abilities: systematic reviews and narrative synthesis

Autori
Jensen De López, Kristine ; Kuvač Kraljević, Jelena ; Bang Struntz, Emilie

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
11th ESLA Congress

Mjesto i datum
Salzburg, Austrija, 26.05.2022. - 28.05.2022

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
DLD, pragmatic intervention, model of delivery, ingredients, targets

Sažetak
Background: It is widely believed that children with DLD predominantly have difficulties with the grammar and vocabulary, with preserved pragmatic skills. Consequently, few intervention studies focus on the pragmatic skills of children with DLD, and there is a distinct lack of studies examining the effectiveness of pragmatic interventions. Aim: To investigate interventions targeting pragmatic language abilities in children (DLD) and establish an overview of the efficacy, model of delivery, intensity, outcome measures, ingredients, and quality of the studies. Method: Two systematic reviews adhering to PRISMA guidelines were carried out. Search terms were included in seven electronic databases and included papers and reported on participants in the age of 3 to 9 years that were formally diagnosed with DLD. All types of designs were included. Results: 23 studies reported on oral language interventions for children with DLD and most focused on supporting narrative and conversational skills, often through parent-child interaction or shared book reading activities. There was a high degree of variability between the included studies especially regarding dosage, intensity, intervention targets and outcomes. The evidence suggested that pragmatic intervention is feasible for all models of delivery (individual, small and large group). Conclusion: Due to the great diversity among the studies it was difficult to draw precise conclusions regarding efficacy. Although several papers suggest moderate changes in conversational and narrative skills, the findings are weakened by the lack of ecological validity. In addition to direct intervention, indirect intervention can also contribute to improving oral pragmatic skills of children with DLD. This study highlights the importance of promoting and explicitly teaching pragmatic skills to children with DLD in structured interventions.

Izvorni jezik
Engleski

Znanstvena područja
Logopedija

POVEZANOST RADA