Language interventions are complex behavioural interventions, making it difficult to distinguish the specific factors contributing to efficacy. The efficacy of oral language comprehension interventions varies greatly, but the reasons for this have received little attention.
The aim of this meta-analysis was to examine which intervention factors are associated with efficacy (as expressed with effect sizes) regarding interventions aiming to improve oral language comprehension on its own, or together with expressive language, in children under the age of 18 with or at risk for (developmental) language disorder—(D)LD. Whether the interventions for younger and older children differ from one another regarding efficacy or factors possibly associated with efficacy were also examined.
Studies (n = 46) were identified through two systematic scoping reviews. Factors associated with efficacy were categorized according to the internal characteristics of the intervention as well as factors external to the intervention. Statistical analyses were conducted to examine the association between these factors and intervention efficacy as represented by effect sizes on oral language comprehension outcome measures.
Targeting language, language environment or compensatory strategies indicated efficacy, whereas aiming to improve language processing indicated no clinically significant efficacy. Targeting only receptive language was associated with larger effect sizes than targeting both receptive and expressive language. The interventions for younger (2–7 years) and older (8–13 years) children indicated a similar degree of efficacy, but the way in which these results were achieved varied, as comprehension interventions for younger and older children differed from one another. Many factors associated with effect sizes were also associated with each other making interpretation of the results complex.
These indicative results suggest that it is not reasonable to target language processing, such as auditory processing or automatization, when aiming to improve oral language comprehension. Targeting receptive language only rather than both receptive and expressive language seems preferable to maximize efficacy when aiming to support solely oral language comprehension instead of targeting both expression and comprehension. The qualitative active ingredients of treatment appear to be more important than the number of intervention hours. Although children of different ages can benefit from interventions to enhance oral language comprehension, the child's age needs to be carefully considered to develop interventions that are optimal. Further research with larger data sets regarding factors contributing to efficacy is still needed before applying these results confidently to clinical practice.
Little is known about the specific intervention factors associated with efficacy of comprehension interventions, and whether these differ between children of different ages. To be able to choose and create optimal comprehension interventions, a better understanding of the mechanisms of change is needed.
The results indicate that oral comprehension skills of children aged 2–13 years with or at risk for (D)LD can be supported. Targeting language processing, such as auditory processing or automatization, does not seem reasonable when aiming to support oral comprehension. Rather, the interventions should target children's language skills related to comprehension, their language environment or provide children with compensatory strategies. The types of interventions used with younger and older children differed, such that those used with older children were more targeted, adult-directed, applied in formal activities, as well as used taught strategies and more explicit methods of instruction.
When developing interventions for oral language comprehension, the child's age needs to be considered. Further, what is targeted in an intervention in relation to the aim of the intervention needs careful consideration. The content of the intervention (therapeutic dose form) appears to have precedence over the amount of intervention.
Seeing written forms of novel words during learning can help memorize vocabulary, but it may alter pronunciation, especially when orthography is opaque like in English. This study investigated whether a color-code helps participants learn novel words with unpredictable pronunciation. Sixty Spanish speakers learned 16 English-like pseudowords in one of three training conditions. Audio group learned training items with the auditory word form only. Two other groups learned items with auditory and written forms, with a color-code (ColorCode group) or with random colors (RandColor group). Elicited speech samples from each group were assessed for recall and pronunciation accuracy. ColorCode group outperformed other groups on pronunciation in posttest tasks including reading training items in black text, and reading color-coded untrained items. Color-code benefits even strengthened one week later. These findings indicate that a color-code can support pronunciation learning in languages with opaque orthography and should be more systematically implemented in learning resources.
Publication date: Available online 7 March 2025
Source: Neuroscience & Biobehavioral Reviews
Author(s): Jeffrey C. Schank, Gordon M. Burghardt, Elisabetta Palagi, Sergio M. Pellis
Publication date: Available online 7 March 2025
Source: Computers & Education
Author(s): Insung Jung, Jihyun Lee
Publication date: Available online 7 March 2025
Source: Journal of Affective Disorders
Author(s): Stefano Pini, Barbara Milrod, Benedetta Nardi, Gabriele Massimetti, Chiara Bonelli, David S. Baldwin, Katharina Domschke, Miriam Schiele, Liliana Dell'Osso, Barbara Carpita
We identified participant-level risks and safeguards in social-behavioural research with adults with developmental disabilities.
We conducted a qualitative systematic review on risks and safeguards in peer-reviewed research with adults with developmental disabilities. We identified research reporting on risks and safeguards published between 2009 and 2023 by searching eight databases and conducting hand searches of reference lists. We conducted thematic analysis using independent data extraction and coding, and investigator triangulation.
From 23 manuscripts, we identified: (1) risks associated with research participation of adults with developmental disabilities (e.g., physical, relational, psychological, and social risks as well as a loss of privacy and confidentiality) and (2) safeguards (e.g., using guiding frameworks, reducing participant burden, securing privacy and confidentiality, and fostering psychological and relational well-being).
We encourage researchers to foster positive experiences so research participants feel valued and respected, and enjoy having the experience and opportunity to contribute to scientific discoveries.
Limited knowledge exists regarding the effectiveness of training programmes for individuals with Down syndrome, particularly innovative approaches like tele-coaching. Our pilot study aimed to improve strength and balance using tele-coaching sessions in children with Down syndrome.
We enrolled 18 children and adolescents (aged 9–17 years) with Down syndrome. The intervention consisted of a training programme based on games and was conducted remotely through an online platform (e-gym) 3 days per week (15 weeks). Participants engaged in playful activities targeting limb strength and balance.
We found an improvement in systolic blood pressure (p = 0.04) and balance (p = 0.002). Our analysis showed a non-significant decrease in adiposity parameters, including weight, BMI, BMI z-score, WC and WC/H.
Our findings contribute to evidence supporting online exercise interventions for individuals with Down syndrome. Integrating these interventions into community support programmes could enhance access to tailored services.
Publication date: June 2025
Source: Infant Behavior and Development, Volume 79
Author(s): A. Federico, J. Bradshaw
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