Purpose This article summarizes the shared principles and evidence underpinning methods employed in the three sentence-level (syntactic) grammatical intervention approaches developed by the authors. We discuss associated clinical resources and map a way forward for clinically useful research in this area. Method We provide an overview of the principles and perspectives that are common across our three syntactic intervention approaches: MetaTaal (Zwitserlood, 2015; Zwitserlood, Wijnen, et al., 2015), the SHAPE CODING system (Ebbels, 2007; Ebbels et al., 2014, 2007), and Complex Sentence Intervention (Balthazar & Scott, 2017, 2018). A description of each approach provides examples and summarizes current evidence supporting effectiveness for children with developmental language disorder ranging in age from 5 to 16 years. We suggest promising directions for future research that will advance our understanding of effective practices and support more widespread adoption of syntactic interventions with school-age children. Conclusion In each approach to syntactic intervention, careful and detailed analysis of grammatical knowledge is used to support target selection. Intervention targets are explicitly described and presented systematically using multimodal representations within engaging and functional activities. Treatment stimuli are varied within a target pattern in order to maximize learning. Similar intervention intervals and intensities have been studied and proven clinically feasible and have produced measurable effects. We identify a need for more research evidence to maximize the effectiveness of our grammatical interventions, encompassing languages other than English, as well as practical clinical tools to guide target selection, measurement of outcomes, and decisions about how to tailor interventions to individual needs.

中文翻译：

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针对发展性语言障碍的显式语法干预：三种方法。

目的本文总结了作者开发的三种句子级（句法）语法干预方法中使用的共有原则和证据基础方法。我们讨论了相关的临床资源，并为该领域的临床有用研究描绘了前进的道路。方法我们概述了三种句法干预方法中共有的原理和观点：MetaTaal（Zwitserlood，2015; Zwitserlood，Wijnen等，2015），SHAPE CODING系统（Ebbels，2007; Ebbels等。 ，2014、2007）和复杂句子干预（Balthazar＆Scott，2017、2018）。每种方法的描述均提供了示例，并总结了当前证据支持5至16岁的发育性语言障碍儿童的有效性。我们为未来的研究提出了有希望的方向，这将增进我们对有效做法的理解，并支持对学龄儿童进行语法干预的更广泛采用。结论在每种语法干预方法中，都对语法知识进行了仔细而详细的分析，以支持目标选择。使用参与和功能性活动中的多模式表示法明确地描述和介绍干预目标。治疗刺激在目标模式内变化，以使学习最大化。已经研究了类似的干预间隔和强度，并证明其在临床上是可行的，并且产生了可测量的效果。我们发现需要更多的研究证据，以最大限度地提高语法干预的效果，