Purpose The aims of the study were to explore responses of children with developmental language disorder (DLD) to rich vocabulary instruction and to identify potential factors that contribute to outcomes. Method Children with DLD participated in a language intervention embedded within a science camp. Using parent and clinician reports, standardized tests, probes, notes, and video, we derived descriptions of seven of the campers who received a vocabulary intervention that incorporated principles of rich instruction. We present them here as a case series. Results Five cases responded to the intervention with modest gains in Tier 2 science vocabulary and science knowledge. One case demonstrated no response, and another was unable to complete the intervention. The latter two cases presented with triple risks: DLD, executive function deficits, and stressors associated with poverty. In comparison, the best responder also lived in poverty and had DLD, but he had intact executive function, strengths in extant vocabulary, stronger knowledge of science, better engagement in the science and language intervention activities, and was older. Other factors that seemed to contribute to outcomes included the complexity of the word forms and dosage. Conclusions Translating research on rich instruction to clinical practice is challenging. This case series motivated hypotheses about the nature of the challenge and what to do about it, the primary one being that the modest success of rich vocabulary instruction for children with DLD is not a limitation of the approach itself but rather a reflection of the difficulty of delivering the intervention while tailoring the targets, approach, and dosage to the needs of individual children with DLD. Supplemental Material https://doi.org/10.23641/asha.13667699.

中文翻译：

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语言发育障碍儿童丰富词汇教学的挑战。

目的 本研究的目的是探讨发育性语言障碍 (DLD) 儿童对丰富词汇教学的反应，并确定影响结果的潜在因素。方法 患有 DLD 的儿童参加了嵌入科学营的语言干预。使用父母和临床医生的报告、标准化测试、探查、笔记和视频，我们得出了对七名接受词汇干预的营员的描述，这些人接受了包含丰富教学原则的词汇干预。我们在此将它们作为案例系列进行介绍。结果 5 个案例对干预做出了反应，在 Tier 2 科学词汇和科学知识方面有适度的提高。一个案例显示没有反应，另一个无法完成干预。后两种情况存在三重风险：DLD、执行功能缺陷、以及与贫困相关的压力因素。相比之下，反应最好的人也生活在贫困中并患有 DLD，但他的执行功能完好，现有词汇量大，科学知识更丰富，更好地参与科学和语言干预活动，并且年龄较大。其他似乎有助于结果的因素包括词形和剂量的复杂性。结论 将丰富教学的研究转化为临床实践具有挑战性。这个案例系列激发了关于挑战的性质以及如何应对的假设，主要是为患有 DLD 的儿童提供丰富的词汇教学的适度成功不是方法本身的限制，而是反映了挑战的难度提供干预措施，同时调整目标、方法、和剂量以满足个别 DLD 儿童的需要。补充材料 https://doi.org/10.23641/asha.13667699。