Background and aims

Narrative-based language intervention provides a naturalistic context for targeting overall story structure and specific syntactic goals in children with Developmental Language Disorder (DLD). Given the cognitive demands of narratives, narrative-based language intervention also has the potential to positively impact related abilities such as working memory and academic skills.

Methods

Ten children (8–11 years old) with DLD completed 15 sessions of narrative-based language intervention.

Results

Results of single subject data revealed gains in language for five participants, four of whom improved on a probe tapping working memory. An additional four participants improved on a working memory probe only. On standardized measures, clinically significant gains were noted for one additional participant on a language measure and one additional participant on a visuospatial working memory. Carry over to reading was noted for three participants and to math for one participant. Across measures, gains in both verbal and visuospatial working memory were common. A responder analysis revealed that improvement in language may be associated with higher verbal short-term memory and receptive language at baseline. Those with working memory impairments were among those showing the fewest improvements across measures.

Conclusions

Narrative-based language intervention impacted verbal skills in different ways across individual children with DLD.

Implications: Further research is needed to gain an understanding of who benefits most from narrative-based language intervention.

中文翻译：

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基于叙事的语言干预对发育性语言障碍儿童的认知和语言影响

背景和目标

基于叙事的语言干预为发育性语言障碍 (DLD) 儿童的整体故事结构和特定句法目标提供了自然背景。鉴于叙事的认知需求，基于叙事的语言干预也有可能对工作记忆和学术技能等相关能力产生积极影响。

方法

十名患有 DLD 的儿童（8-11 岁）完成了 15 节基于叙述的语言干预。

结果

单一受试者数据的结果显示五名参与者在语言方面有所进步，其中四人在利用工作记忆进行探测时有所改善。另外四名参与者仅改进了工作记忆探测。在标准化测量中，一名额外的参与者在语言测量上和另一名参与者在视觉空间工作记忆上取得了临床显着的进步。三名参与者注意到阅读，一名参与者注意到数学。在各项措施中，言语和视觉空间工作记忆都有所提高。响应者分析表明，语言的改善可能与基线时更高的语言短期记忆和接受性语言有关。那些有工作记忆障碍的人是那些在各项措施中表现出最少改善的人。

结论

基于叙事的语言干预以不同方式影响患有 DLD 的儿童的语言技能。

启示：需要进一步的研究来了解谁从基于叙述的语言干预中获益最多。