In the realm of speech-language pathology, evidence-based practices are essential for fostering effective interventions. A recent study titled Cognitive vs. Linguistic Training in Children with Developmental Language Disorder: Exploring Their Effectiveness on Verbal Short-Term Memory and Verbal Working Memory provides valuable insights into how different training approaches can impact children with developmental language disorder (DLD).
DLD affects approximately 8% of children, manifesting as difficulties in acquiring language skills across various domains, including phonology, grammar, syntax, vocabulary, and pragmatics. These children often struggle with verbal short-term memory (vSTM) and verbal working memory (vWM), which are crucial for language development and academic success.
The study conducted by Bachourou et al. (2024) compared the effectiveness of cognitive and linguistic training programs on vSTM and vWM in school-aged children with DLD. The research involved 49 children divided into three groups: Group A received meta-syntactic (linguistic) training first, Group B received vSTM/vWM (cognitive) training first, and Group C served as the control group with no specialized training.
Key Findings
- Non-Word Repetition (vSTM): Both treatment groups showed significant improvement. Group B (cognitive-first) initially outperformed Group A (linguistic-first), but by the end of the study, Group A exhibited superior performance, suggesting that starting with linguistic training may have long-term benefits for vSTM.
- Forward Digit Span (vSTM): Both treatment groups improved significantly from pre- to post-treatment, with no substantial differences between the two groups by the end of the study.
- Backward Digit Span (vWM): Both treatment groups showed significant improvement, particularly Group B (cognitive-first), which demonstrated a more immediate response to cognitive training. However, by the end of the study, both groups had similar performance levels, indicating that combining both types of training can maximize benefits.
Implications for Practitioners
The study highlights several practical takeaways for speech-language pathologists:
- Customized Intervention: Tailoring interventions to address both cognitive and linguistic deficits can yield significant improvements in verbal memory skills.
- Training Order Matters: Starting with linguistic training may provide better long-term outcomes for vSTM, while cognitive training can offer immediate benefits for vWM.
- Holistic Approach: Combining different types of training can maximize the overall gains in both vSTM and vWM, which are crucial for language development and academic success.
In conclusion, this study underscores the importance of adopting a data-driven, evidence-based approach to speech-language therapy. By integrating both cognitive and linguistic training, practitioners can create more effective intervention plans tailored to the unique needs of children with DLD.
To read the original research paper, please follow this link: Cognitive vs. Linguistic Training in Children with Developmental Language Disorder: Exploring Their Effectiveness on Verbal Short-Term Memory and Verbal Working Memory.
