A Systematic Review: Curriculum-based Language Interventions for Students with Developmental Language Disorder (DLD)

Kaelyn Hanson and Ashley Bourque Meaux, Department of communicative sciences and disorders, University of Montana, 32 Campus Drive Missoula, MT 59812

School-based speech-language pathologists (SLPs) are trained in remediation of language and literacy development that can positively influence academic performance for school-aged children with developmental language delay (DLD). The literature suggests that children diagnosed with DLD are at-risk for poor academic outcomes and difficulties persist into adulthood. Specifically, children with DLD have lingering impacts in math, reading, and spelling into adulthood. Thus, it is essential members of the school-based interprofessional team (e.g., SLPs, teachers) to provide high-quality instruction and remediation for students with DLD.
            Over three decades ago, the notion of offering curriculum-based language interventions (CBLI) for children with speech, language, and literacy deficits was proposed. The benefits of CBLI is offer functionally relevant support using curricular materials to allow for student to acquire more effective communication skills and comprehension across multiple points of the school day. The literature supports that CBLI is also noted to: improve overall classroom communication; increase word knowledge; and improve working memory, attention, cognition, speech perception, speech production, and oral vocabulary. Thus, CBLI is a viable service delivery option to support academic performance for children with DLD. However, there is evidence in the literature that empirical support for CBLIs in limited in scope and practice. 
            A systematic review of the literature is being conducted to explore how CBLIs are being implemented to support language and literacy development for students diagnosed with DLD. For this undergraduate senior capstone project, four databases using four specific search syntax terms are being searched to analyze full-text, peer-reviewed articles from 1979-2020 that explore CBLIs for students with DLD. A full analysis of the systematic review, barriers to implementing CBLIs, and future directions will be available for conference participants. 

Additional Abstract Information

Presenter: Kaelyn Hanson

Institution: University of Montana

Type: Poster

Subject: Physical/Occupational Therapy & Speech Language Pathology

Status: Approved

Time and Location

Session: Poster 9
Date/Time: Wed 12:00pm-1:00pm
Session Number: 6102