Efficacy of Language Interventions

Functional speech delays affect children's communication skills, necessitating appropriate language intervention. This study aimed to examine the effectiveness of reading aloud in improving the speech skills of children with speech delays. A qualitative case study approach was used, involving five children at the Rumah TIA Special Needs School in Sawahlunto City. The intervention was delivered over four weeks, three times per week, with structured sessions tailored to each child's needs. Data were collected through observation, interviews, and documentation, and were analyzed thematically. The results showed increases in vocabulary mastery, pronunciation accuracy, and verbal participation following the intervention. All participants showed positive development, with variations influenced by age and initial conditions. These findings indicate that reading aloud is an effective and practical language intervention strategy. This activity is recommended for routine implementation in schools and homes as a fun method of language stimulation to support children's communication development. Keywords: reading aloud, speech delay, language intervention, child language development, case study

BackgroundAutism Spectrum Disorder (ASD) presents significant developmental challenges, particularly in low-resource settings. Maternal attitudes and engagement in home-based interventions are critical for supporting children’s social, attention, and language development.AimsTo assess maternal attitudes toward children with ASD and evaluate the implementation of home-based interventions targeting social, attention, and language skills in Diwaniyah, Iraq.MethodsA descriptive, cross-sectional study was conducted between April and August 2025, involving a census sample of 205 mothers of children with ASD from three autism centers in Diwaniyah. Data were collected through structured face-to-face interviews using a validated questionnaire. Statistical analyses were performed using SPSS version 25, with descriptive statistics and Chi-square tests applied to examine the data.ResultsThe majority of mothers (79.0%) exhibited positive attitudes toward their children with ASD. Positive maternal attitudes were significantly associated with higher education, urban residence, sufficient income, attendance at educational sessions, and absence of family mental illness (p < 0.05). Home-based intervention implementation was high in most domains: 67.3% for social skills, 88.8% for attention, and 67.8% for language. A statistically significant association was found between positive maternal attitudes and the use of home-based interventions targeting social skills (P value = 0.001), but not for attention or language interventions (P values > 0.05). After adjusting for potential confounders, the results show that maternal attitudes were significantly associated only with the likelihood of using home-based interventions within the social domain (adjusted odds ratio = 1.021; 95% CI: 0.208-5.010; p = 0.001).ConclusionMaternal attitudes significantly influence the implementation of home-based social skill interventions in children with ASD. Strengthening caregiver training and psychosocial support, particularly in underserved areas, is essential to enhance home-based developmental outcomes in low-resource contexts like Diwaniyah.

This systematic literature review addresses the urgent need for early language intervention research focused on dual language learners (DLLs) who are at risk of developmental delays, particularly among preschoolers. The findings highlight a significant gap in research focusing on DLLs who experience developmental delays highlighting the need for more research on effective interventions. This review offers a fresh look at evidence-based strategies for informing future research. It emphasizes the importance of including diverse populations and developing culturally responsive intervention frameworks tailored for young DLLs.

Language is at the heart of learning and education, and children who enter school with language weaknesses are at high risk of educational failure. We review interventions for reading and language that have been rigorously evaluated and highlight issues of implementation beyond research trials. Our review confirms that interventions to promote language and reading skills can be effective. We propose the reading is language (RIL) model, a developmental extension of the simple view of reading. The RIL model views language as a critical foundation for all aspects of literacy development, initially for learning to read words and subsequently for developing reading comprehension and written expression. Identifying and intervening to ameliorate language and reading difficulties are feasible and have important implications for improving educational and psychosocial well-being.

Childhood language interventions appear promising for improving children’s lives and yielding economic returns. However, few studies have evaluated long-term effects of these interventions. Our study did this using a large, cluster-randomized trial of a preschool intervention for Norwegian children aged 4 to 5 years whose vocabulary was more limited than that of their peers. Results showed that effects on expressive language were maintained at the 7-month follow-up when the children were in first grade and that those with the weakest language skills initially had the largest and most persistent effects. However, 4 years after the intervention, the differences between the intervention and control groups were negligible. Thus, although effects from the preschool language intervention lasted into the first year of elementary school, effects eventually faded and were completely absent in fourth grade. Our findings suggest the need for a sustained approach to language and literacy support, focusing on persistent interventions and high-quality adapted instruction.

Primary Progressive Aphasia (PPA) is a clinical dementia syndrome characterized by progressive language decline. Access to care for individuals living with PPA is limited by a shortage of evidence-based interventions and qualified clinicians. While technology-supported approaches show promise in improving access to care, there has been no systematic exploration of the factors affecting web application use in this population. This study evaluated the usage and feasibility of an app-based intervention through quantitative application engagement data and qualitative insights from semi-structured post-study interviews. Participants enrolled in Communication Bridge-2 (NCT03371706, N=95), a 12-month NIH stage 2 randomized controlled trial of speech-language therapy for PPA, were encouraged to complete app-based home practice exercises five days per week for 30 minutes per day. Usage was measured by weekly logins and completed home practice exercises. Feasibility was assessed through semi-structured post-study interviews (PSI; N=79). Multi-methods analysis incorporated descriptive statistics and thematic coding of qualitative data. On average, participants logged into the app 5.88 times per week (SD=1.29, range 1.29-18.90) to access exercises and educational materials across the ∼12-month duration of the intervention. On average, users completed 13.7 home practice exercises (SD=5.95) across 3.99 days per week (SD=1.19). PSI dyadic reports indicated few technical challenges with the application (n=76, 85%) with the most common issues including software updates (n=12) or connectivity problems (n=10). Most (n=80, 90%) found the computer-based format helpful, and many (n=26, 29%) described the app as user-friendly and intuitive after initial training. Participants highlighted the app's role in fostering confidence and motivation for home communication practice. This study demonstrates high usage and feasibility of web applications to support communication and language intervention in PPA. Importantly, all participants logged into the app and completed home practice exercises at least weekly. Most participants experienced minimal technical challenges and found the web-based format easy to use following a brief technology orientation. These findings challenge assumptions about technology use in older adults with cognitive-communication impairments and provide support for web applications as viable tools for supporting evidence-based speech-language home practice exercises and educational videos to individuals with PPA and their communication partners.

BackgroundPrimary Progressive Aphasia (PPA) is a clinical dementia syndrome characterized by progressive language decline. Access to care for individuals living with PPA is limited by a shortage of evidence‐based interventions and qualified clinicians. While technology‐supported approaches show promise in improving access to care, there has been no systematic exploration of the factors affecting web application use in this population. This study evaluated the usage and feasibility of an app‐based intervention through quantitative application engagement data and qualitative insights from semi‐structured post‐study interviews.MethodParticipants enrolled in Communication Bridge‐2 (NCT03371706, n = 95), a 12‐month NIH stage 2 randomized controlled trial of speech‐language therapy for PPA, were encouraged to complete app‐based home practice exercises five days per week for 30 minutes per day. Usage was measured by weekly logins and completed home practice exercises. Feasibility was assessed through semi‐structured post‐study interviews (PSI; n = 79). Multi‐methods analysis incorporated descriptive statistics and thematic coding of qualitative data.ResultOn average, participants logged into the app 5.88 times per week (SD=1.29, range 1.29‐18.90) to access exercises and educational materials across the ∼12‐month duration of the intervention. On average, users completed 13.7 home practice exercises (SD=5.95) across 3.99 days per week (SD=1.19). PSI dyadic reports indicated few technical challenges with the application (n = 76, 85%) with the most common issues including software updates (n = 12) or connectivity problems (n = 10). Most (n = 80, 90%) found the computer‐based format helpful, and many (n = 26, 29%) described the app as user‐friendly and intuitive after initial training. Participants highlighted the app's role in fostering confidence and motivation for home communication practice.ConclusionThis study demonstrates high usage and feasibility of web applications to support communication and language intervention in PPA. Importantly, all participants logged into the app and completed home practice exercises at least weekly. Most participants experienced minimal technical challenges and found the web‐based format easy to use following a brief technology orientation. These findings challenge assumptions about technology use in older adults with cognitive‐communication impairments and provide support for web applications as viable tools for supporting evidence‐based speech‐language home practice exercises and educational videos to individuals with PPA and their communication partners.

BackgroundPrimary Progressive Aphasia (PPA) is a clinical dementia syndrome characterized by progressive language decline. Access to care for individuals living with PPA is limited by a shortage of evidence‐based interventions and qualified clinicians. While technology‐supported approaches show promise in improving access to care, there has been no systematic exploration of the factors affecting web application use in this population. This study evaluated the usage and feasibility of an app‐based intervention through quantitative application engagement data and qualitative insights from semi‐structured post‐study interviews.MethodParticipants enrolled in Communication Bridge‐2 (NCT03371706, n = 95), a 12‐month NIH stage 2 randomized controlled trial of speech‐language therapy for PPA, were encouraged to complete app‐based home practice exercises five days per week for 30 minutes per day. Usage was measured by weekly logins and completed home practice exercises. Feasibility was assessed through semi‐structured post‐study interviews (PSI; n = 79). Multi‐methods analysis incorporated descriptive statistics and thematic coding of qualitative data.ResultOn average, participants logged into the app 5.88 times per week (SD=1.29, range 1.29‐18.90) to access exercises and educational materials across the ∼12‐month duration of the intervention. On average, users completed 13.7 home practice exercises (SD=5.95) across 3.99 days per week (SD=1.19). PSI dyadic reports indicated few technical challenges with the application (n = 76, 85%) with the most common issues including software updates (n = 12) or connectivity problems (n = 10). Most (n = 80, 90%) found the computer‐based format helpful, and many (n = 26, 29%) described the app as user‐friendly and intuitive after initial training. Participants highlighted the app's role in fostering confidence and motivation for home communication practice.ConclusionThis study demonstrates high usage and feasibility of web applications to support communication and language intervention in PPA. Importantly, all participants logged into the app and completed home practice exercises at least weekly. Most participants experienced minimal technical challenges and found the web‐based format easy to use following a brief technology orientation. These findings challenge assumptions about technology use in older adults with cognitive‐communication impairments and provide support for web applications as viable tools for supporting evidence‐based speech‐language home practice exercises and educational videos to individuals with PPA and their communication partners.

BackgroundDepression is a potentially modifiable risk factor for dementia. People from minority ethnic (ME) backgrounds are at greater risk of developing depression but are less likely to receive treatment, perpetuated by health inequalities. Non‐pharmacological interventions are recommended as the first‐line treatment for depression and may potentially play a preventative role for longer term conditions such as dementia. This scoping review aimed to address a critical gap by mapping international evidence on non‐pharmacological interventions specifically targeting depression in ME populations aged 40 and above, an area overlooked in traditional reviews.MethodA scoping review was performed up to December 2024 using Medline, PsycINFO, CINAHL, Psychology and Behavioral Sciences Collection, Allied and Complimentary Medicine Database and Embase. Articles reporting on non‐pharmacological interventions targeting depression in the ME population, with a mean age of 40 and above were included. Two authors independently screened the articles, following the Joanna Briggs Institute guidelines.ResultTwenty‐one studies were included. Six interventions were identified: Cognitive Behaviour Therapy, Behavioural Activation, Mindfulness‐based, Logo‐Autobiography, Social Group intervention and Reminiscence Therapy. Interventions were adapted for ME populations via translation of materials and delivering the intervention in the target language. Interventions were also adapted to the ‘local context’ such as incorporating cultural norms and understanding of depression. Most of the studies were conducted in the USA with African American populations. This review found a lack of non‐pharmacological interventions for depression in people of ME backgrounds in the UK.ConclusionA need for ME focused non‐pharmacological interventions for depression in the UK was indicated. A greater focus is required on recruiting people of ME backgrounds over the age of 40 for randomised controlled trials. This is an under‐represented group both in research and within mental health services. It is recommended that non‐pharmacological interventions for depression are culturally adapted and co‐produced with the target population. Cognitive deficits in depression are common but overlooked, it is recommended that assessment of cognition is made part of treatment. This will identify areas of need to support functional recovery of depression, to reduce the risk of relapse, and potentially prevent long‐term conditions such as dementia.

The evolving landscape: A bibliometric and visual analysis of language interventions research for children with ASD.

Uh and um production: Persistent filled pause characteristics in English school-age children with a late-talking history.

Abstract Structured language interventions are increasingly recognized as effective tools for supporting young children’s oral language development. However, implementing such interventions in Nordic early childhood education and care (ECEC) settings – anchored in play, child autonomy, and holistic development – presents distinct challenges. This narrative review synthesizes eight intervention studies from Nordic ECECs to consider how structured language support can align with Nordic pedagogical values. We first outline implementation concepts – fidelity, readiness, alignment – and how they intersect with this context. We then summarize interventions ranging from highly scripted, small-group programs to broader curriculum models. Across studies, interventions that targeted children at risk, used small-group formats, and emphasized expressive language were more often associated with positive short-term gains; however, effects frequently faded without sustained support. At the same time, rigid scripting can conflict with professional autonomy, and broad play-based models often lack sufficient instructional focus to yield measurable language outcomes. We identify five recurring dilemmas – alignment with Nordic traditions, scripting versus autonomy, differentiation, implementation capacity, and sustainability – and propose practice-oriented pathways: modular design, co-development with educators, and stronger preschool–school continuity. Because key features (targeting, format, dosage, professional development, fidelity) co-vary across studies, these patterns should be interpreted as associations rather than mechanisms.

This quasi-experimental study investigated the effectiveness of the Four-Pronged Approach’s components Grammar and Oral Language Development (GOLD) and Transfer Stage (TS) in improving reading outcomes among Grade 5 pupils. Fifth graders were divided into an experimental group, which received instruction emphasizing GOLD and TS through grammar, oral language, and phonemic awareness activities, and a control group, which continued with regular instruction. Pre- and post-tests assessed grammar/oral proficiency and reading transfer skills over 78 instructional sessions across three months. Results showed that the experimental group had statistically significant gains in TS (p &lt; .01), indicating enhanced ability to apply decoding, phonemic awareness, and reading skills across contexts. Gains in GOLD were positive but did not reach statistical significance, likely due to higher baseline performance. Comparison with earlier studies (e.g., Baog et al., 2023; Cullamar &amp; Maghuyop, 2024; Gibbs et al., 2024) suggests that targeted phonemic and oral language interventions produce reliable improvements in vocabulary, listening comprehension, decoding, and oral expression among learners at risk. Implications include integrating GOLD and TS-focused activities into daily instruction and prioritizing early, scaffolded exposure to phonemic awareness for robust reading transfer.

This scoping review maps peer-reviewed scholarship on military chaplaincy (2014–2024) indexed in Scopus and Web of Science. We asked how chaplains’ roles, delivery models, collaborations, and methodological approaches relate to moral injury, suicide care, religious and ethnic plurality, and readiness. Searches (14 March 2025) yielded 217 records and after analysis 58 met our criteria analysis. We classified studies as outcomes (n=3), implementation/provider-facing (n=37), and conceptual/historical/policy/evidence syntheses (n=18). The literature depicts a maturing discipline, moving from traditional ad hoc pastoral responses towards structured, reproducible approaches. Military Chaplain collaboration with behavioural health and command is the most developed thematic area, supported by learning collaboratives and crisis protocols. Moral-injury interventions cluster into chaplain-only, co-facilitated, and protocolised narrative-ritual models, with promising but limited outcome signals. Evidence-informed practice is growing via screening, shared language, and brief interventions; comparative work highlights diverse measurement approaches, ethics, and governance across countries. Samples are heavily weighted toward Christian chaplains, male service members, and the U.S. VA/DoD contexts. Gaps include rigorous trials, non-U.S. and minority-faith contexts, mechanism testing, and economic evaluation.

The COVID-19 pandemic has disrupted early childhood development globally by altering social environments and limiting access to early stimulation and care. While the broader consequences of the pandemic on child development have been widely speculated, objective data from structured developmental assessments remain limited. This retrospective cross-sectional study compared developmental outcomes of children aged 0 to 6 years who underwent the Denver II Developmental Screening Test at a single child psychiatry center in Kütahya, Turkey. The study included 709 children, with 431 assessed in 2019 (pre-pandemic) and 278 assessed in 2021 (during the pandemic). Developmental domains analyzed included personal-social, fine motor, language, and gross motor. Mean delay scores in the language and personal-social domains significantly increased during the pandemic period (p < 0.001), while fine motor delays significantly decreased (p < 0.001 ). No significant changes were observed in the gross motor domains or global developmental delays. Notably, the proportion of children with isolated language delays rose from 3.2% to 11.5%. Additionally, girls were found to be more affected, with significantly higher rates of developmental delays compared to boys. These findings suggest that the pandemic selectively impaired language development and personal social skills while potentially preserving or enhancing fine motor skills through increased home-based play. Public health efforts in post-pandemic recovery should prioritize early language and other interventions, especially for children and young girls exposed to the pandemic during critical language acquisition periods.

Retrieval practice involves actively recalling information from memory and has been found to be an effective strategy for word learning. This case study aimed to describe the effect of retrieval practice on word learning in four children who are deaf or hard of hearing (DHH). Children received eight language intervention sessions in 4 weeks. Target words were presented in the context of a narrative under three different conditions: no retrieval, immediate retrieval, or spaced retrieval. Under the no-retrieval condition, children received exposure to new words, but they were not asked to recall them. Under the immediate-retrieval condition, children were required to recall words immediately after exposure. Under the spaced-retrieval condition, children had to recall words some time after exposure. In addition, words were probed but not taught under a control condition. We measured word learning before, during, and after the intervention. We found that children learned target words under the intervention conditions but not under the control condition. Three out of four participants remembered more words under the spaced- and immediate-retrieval conditions than under the no-retrieval condition, suggesting that explicit and active practice contributes to learning more than passive exposure to words. The narrative intervention provided a natural context for teaching vocabulary, which can be implemented in both clinical and educational settings.

Abstract Background Parent‐led, preschool language interventions may help to mitigate the risk of poor language and literacy outcomes associated with lower socioeconomic status. This study builds on two previous evaluations of a parent‐led early language teaching programme, which demonstrated mixed findings. Methods A two‐armed randomised controlled trial was conducted with 372 families and their children aged 3–4 years, recruited from 43 schools across the North‐West of England. Families were randomly allocated to either the programme group ( N = 186) who delivered the 20‐min programme 5 days a week for 30 weeks, or the control group ( N = 186) who received storybooks at the end of nursery. Language and early literacy outcomes were assessed at baseline ( t 1), immediately after the 30‐week programme ( t 2) and 10 months later ( t 3). Results Families delivered on average 65% (20/30 weeks) of the intended sessions. There were no significant group differences in language outcomes at immediate (Hedges' g = −0.05 to 0.11) or delayed post‐test ( g = −0.13 to 0.10). Further, no significant group differences were found on measures of early literacy ( g = −0.11 to 0.12), the Home Learning Environment ( g = −0.07) and School Readiness ( g = −0.15). Effects of the programme on language skills were stronger at higher dosage ( g = 0.33 for those completing &gt;90% sessions) and for those with weaker language skills. Conclusions Findings showed no significant effects of intervention. Reasons for null findings are discussed with implications for universal interventions. Recommendations for future trials evaluating interventions of this nature, including targeting of families and children most in need of support, are discussed. Trial Registration This trial was pre‐registered with the ISRCTN registry [ISRCTN52533968 https://doi.org/10.1186/ISRCTN52533968 ] on 13/07/2022.

Preserved phonological but impaired semantic processing in Williams syndrome: Evidence from a word association judgment task.

ObjectiveTo assess whether demographic characteristics, referral patterns, nomenclature, anatomic features, and/or socioeconomic factors of patients with Craniofacial Scleroderma (CS) are related to delays in diagnosis or referral for reconstructive surgery.DesignA retrospective review of patients with CS from 1980 to 2022.SettingThe study was conducted at a tertiary care pediatric hospital.PatientsPatients were identified by medical record search for terms "Parry-Romberg," "hemifacial atrophy," "localized scleroderma," "progressive facial atrophy," "craniofacial morphea," "craniofacial scleroderma," "linear morphea," and "en coupe de sabre." Patients were excluded if the diagnosing specialist, age of onset, or age of diagnosis were unknown.Main Outcomes MeasuredAge of onset, diagnosis, sex, nomenclature, anatomic variation, Fitzpatrick skin type, median income, ethnicity, language, travel-distance, referral sequence, and operative interventions were recorded. Two-sample t-tests, one-way analysis of variance, and logistic regression were used to measure association between these variables with delays in diagnosis or referrals to plastic surgery.ResultsOf 124 patients identified, 104 met inclusion criteria (62% female, average age of onset 6.4 ± 4.4 years and diagnosis 9.5 ± 5.4 years). Dermatology most often diagnosed CS (64%). Thirty-five patients (33%) were evaluated by plastic surgery; of these, 45% underwent reconstructive procedures. Age of onset, income, and travel-distance were not statistically associated with delays in diagnosis.ConclusionsTimely diagnosis for patients with CS minimizes disease impact; however, we found that many patients experience years of symptoms before being diagnosed and may not be fully informed of potential reconstructive options. Interdisciplinary care and awareness of treatment options is critical to ensure patients receive prompt and comprehensive care. Recommendations for interdisciplinary care are proposed.