Elicit: Impact of Evidence-Based Language Interventions on Teenagers
Impact of Evidence-Based Language Interventions on Teenagers
What is the impact of evidence-based language interventions on academic performance and social communication skills in teenagers with language disorders?
Language interventions yield substantial improvements in both academic performance and social communication among teenagers with language disorders, with particularly strong effects in word-finding (d = 2.5) and social abilities (d = 1.36).
Abstract
Evidence-based language interventions improve both academic performance and social communication among teenagers with language disorders. Semantic approaches that target word-finding report large gains (d = 2.5), while direct one‐to‐one speech therapy and explicit vocabulary training yield medium effect sizes (d = 1.06 and d = 1.07, respectively). Classroom-based narrative and reading comprehension programs also show positive outcomes, with narrative skills improving (d = 0.296) and reading interventions noted for producing large qualitative effects.
Studies assessing social communication report a 10.5-point gain on standardized measures over 8 weeks and an improvement in social abilities with an effect size of d = 1.36. Interventions delivered via individual sessions, group classroom settings, technology-enhanced formats, and teacher-mediated strategies demonstrate that tailoring the method to target specific language and communication skills can enhance both academic and social outcomes for teenagers with language disorders.
Methods
We analyzed 25 sources from an initial pool of 500, using 8 screening criteria. Each paper was reviewed for 6 key aspects that mattered most to the research question.
Papers identified with Elicit search
- n = 500
Papers screened using:
Population Diagnosis
Age Range
Intervention Characteristics
Study Design
Outcome Assessment
Primary Condition
Study Type
Sample Size
n = 500
Papers screened out
n = 475
Papers included for extraction
n = 25
Results
Characteristics of Included Studies
| Study Design | Intervention Type | Population Characteristics | Primary Outcomes | Full text retrieved |
|---|---|---|---|---|
| Quasi-experimental intervention study | YouTube vlogging program | 50 teenagers (13-18 years) with speech and language impairments | Communication skills improvement | Yes |
| Quasi-experimental study | Oral placement and expressive therapies | 60 adolescents with articulation disorders | Speech intelligibility | No |
| Quasi-experimental study | Early Intervention Programme (EIP) | 96 adolescents (mean age 13-14 years) with specific developmental language disorder (SDLD) | School achievement, social and emotional adjustment, behavior, language skills | No |
| Quasi-experimental intervention study | InterAction (interactive virtual reality training) | 29 adolescents with Developmental Language Disorders (DLD) | Social abilities, cognitive Theory of Mind | No |
| Quasi-experimental single baseline design | Semantic intervention | 25 students (16;4–18;4 years) with Language Disorder | Word-finding abilities | Yes |
| Quasi-experimental study | Direct 1:1 Speech and Language Therapy (SLT) | 72 students (9-17 years) with severe DLD | Various language targets | Yes |
| Systematic review | Various pragmatic language interventions | School-age children with language impairment | Social communication behaviors | No |
| Randomized controlled trial | Narrative, vocabulary, and combined interventions | 358 students (mean age 12;8 years) with language disorder | Narrative and vocabulary skills | Yes |
Of the studies included in this review, quasi-experimental designs were most common (10 studies), followed by systematic reviews (9 studies). We also found 3 randomized controlled trials (RCTs), 3 intervention studies, 1 controlled trial, 1 meta-analysis, and 1 review article.
Effects of Language Interventions
Academic Performance Outcomes
| Intervention Approach | Academic Domain | Effect Size | Implementation Context |
|---|---|---|---|
| Semantic intervention | Word-finding | d = 2.5 | Individual sessions |
| Direct 1:1 Speech and Language Therapy | Various language targets | d = 1.06 | Specialist school setting |
| Narrative intervention | Narrative skills | d = 0.296 | Classroom-based |
| Direct vocabulary intervention | Vocabulary knowledge | d = 1.07 | Individual sessions |
Social Communication Outcomes
- General communication skills: Significant improvement (mean difference 10.5 points) over 8 weeks.
- Social abilities: Significant improvement (d = 1.36) over 9 weeks.
- Various other skills showed preliminary support for effectiveness.
Delivery Methods
- Individual sessions: Focused interventions for specific skills.
- Classroom-based interventions: Integrated into the regular learning environment.
- Group interventions: Balances individual attention with peer interaction.
- Technology-based delivery: Explored innovative approaches like virtual reality.
- Teacher-mediated interventions: Training teachers to implement specific strategies.
Duration and Intensity
- Short-term interventions: Lasting 6-9 weeks showed significant improvements.
- Medium-term interventions: Several studies lasted one school term or semester.
- Long-term interventions: Some studies spanned multiple years.
Context Considerations
- Age range: Interventions tailored to participants' developmental stages.
- Type of language disorder: Varied among studies, impacting effectiveness.
- Educational setting: Range from mainstream to specialist environments.
- Integration with curriculum: Alignment with academic goals enhances relevance.
Conclusion
The review emphasizes the importance of tailoring language interventions to the specific needs of teenagers with language disorders, taking into account variability in settings, delivery methods, and participant characteristics to maximize both academic and social communication outcomes.