Purpose Applying evidence-based grammar intervention can be challenging for speech and language therapists (SLTs). Language in Interaction Therapy (LIT) is a focused stimulation intervention for children with weak morphosyntactic skills, which was developed to support SLTs in incorporating results from effect studies in daily practice. The aims of this Clinical Focus are (a) to explain the principles and elements of LIT and stimulate use in daily SLT practice and (b) to describe the effects of LIT on morphosyntactic skills of 4- to 5-year-olds in special education, compared to usual care. Method With a description of LIT, we provide guidance to implement evidence-based intervention. Important elements are as follows: proper selection of therapy goals, language facilitating techniques, child-centered and clinician-directed elements, and the use of scripts. Our focus in the description is on the support and practical solutions LIT tries to provide to SLTs. We also explored the implementation of LIT in special education, to improve morphosyntax in 4- and 5-year-old children. We provided SLTs with training and designed protocols for each therapy session. The effects of LIT were measured in a single-case A-B design, repeated in five children with developmental language disorders (ages 4;2-5;7 [years;months]). Conclusion We conclude that implementation of LIT is possible if LIT is enriched with support in goal selection, protocols to guide therapy sessions, and training and coaching. In the single-case study, four children showed more growth in mean length of utterance during and directly following the LIT intervention phase, compared to the baseline phase with usual care, and in two of them, this difference was significant. The grammatical complexity measure "TARSP-P" showed an overall significantly higher score at group level during LIT, but limited effects on an individual level.

中文翻译：

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针对4岁和5岁发育性语言障碍的儿童进行重点刺激干预：探索在临床实践中的实施方式。

目的应用基于证据的语法干预对言语和语言治疗师（SLT）可能具有挑战性。交互治疗中的语言（LIT）是针对语态和句法能力较弱的孩子的一种重点刺激干预措施，旨在支持SLT在日常实践中纳入效果研究的结果。本临床重点的目的是（a）解释LIT的原理和要素，并刺激日常SLT实践中的使用，以及（b）描述LIT对特殊教育中4至5岁儿童形态句法技能的影响，相比平时的护理。方法通过对LIT的描述，我们为实施循证干预提供指导。重要要素如下：正确选择治疗目标，语言促进技术，以儿童为中心和由医生指导的要素，以及脚本的使用。我们在描述中的重点是LIT试图为SLT提供的支持和实际解决方案。我们还探讨了在特殊教育中实施LIT的方法，以改善4岁和5岁儿童的形态语法。我们为SLT提供了针对每次治疗课程的培训和设计方案。LIT的影响是在单例AB设计中测量的，在5名发育性语言障碍儿童（4; 2-5; 7 [年；月]）中重复进行。结论我们得出结论，如果LIT在目标选择，指导治疗课程的协议以及培训和辅导方面得到支持，则LIT的实施是可能的。在单例研究中，与常规护理的基线阶段相比，LIT干预阶段期间和之后的四个孩子的平均言语长度增长更多，在其中两个中，这种差异非常明显。语法复杂性度量“ TARSP-P”在LIT期间在组级别显示总体上明显更高的分数，但对个人级别的影响有限。