CURRENT ISSUE

A Review of Narrative Interventions in Childhood Language Disorders

Buğse Durmuş Semra Selvi Balo
Abstract

Purpose: Language disorders are among the most common issues in childhood. Children with language disorders experience different challenges with language components. These challenges vary among children, highlighting individual differences. Previous research indicates that children with language disorders develop narrative skills more slowly than their typically developing peers. Their stories may lack components of story structure, struggle to establish causal-temporal connections, and may include insufficient content. Therefore, supporting narrative skills from an early stage is crucial in language interventions for children with language impairments. This review primarily aims to serve as a comprehensive resource on narrative intervention for speech and language therapists working with children with language impairments.

Method: The study was designed using a descriptive research model. The review explains the components of story structure; early narrative development; narrative assessment; narrative intervention; and various narrative intervention approaches, including studies on methods for addressing childhood language disorders.

Results: In the current review study, components of story structure, early narrative development, narrative assessment, narrative intervention, and narrative intervention approaches are explained, along with findings from studies on narrative intervention methods used for childhood language disorders. Accordingly, it was observed that story structure components (e.g., the event that initiated the story, the character's purpose, initiative, internal reaction, etc.) and/or complex linguistic structures were targeted in narrative intervention methods found in the literature. In many methods, researchers utilized symbols and pictorial stimuli to facilitate the storytelling process. Efficacy studies have demonstrated that therapy approaches developed for narrative intervention not only support linguistic skills in children with language disorders but also contribute to the development of literacy skills. In light of the findings, it has been indicated that post-intervention, children demonstrated the ability to generate longer and more complex narratives, establish causal and temporal coherence more effectively, and utilize more advanced linguistic structures. Narrative intervention has been reported to support not only linguistic development but also peer relationships, social interaction skills, and academic performance. Recent studies have shown a growing emphasis on narrative interventions for children with language disorders, highlighting them as one of the prominent and effective approaches in the field. However, it is noteworthy that existing effectiveness studies on narrative intervention in the literature are international in scope, and no research on the subject has yet been conducted in Turkey.

Conclusion: This review study is considered significant for the field of speech and language therapy in terms of guiding speech and language therapists who work with children with developmental language disorders. Additionally, it is intended to serve as a resource for future research on the topic.

Keywords

narration, narration intervention, childhood language disorders, review, speech and language therapy

References

American Speech-Language-Hearing Association. (1993). Definitions of communication disorders and variations [Relevant Paper] https://www.asha.org/policy/rp1993-00208/ Erişim Tarihi: 17.02.2024.

Applebee, N. A. (1978). The child’s concept of a story. Chicago: University of Chicago Press.

Baixauli, I., Colomer, C., Roselló, B., & Miranda, A. (2016). Narratives of children with high-functioning autism spectrum disorder: A meta-analysis. Research in Developmental Disabilities, 59, 234–254. https://doi.org/10.1016/j.ridd.2016.09.007

Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & Catalise Consortium. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS one, 11(7), e0158753.

Bishop, D. V. M. (2004). Expression, reception and recall of narrative instrument. Harcourt Assessment.

Boudreau D. (2008) Narrative abilities: advances in research and implications for clinical practice. Topics in Language Disorders, 28, 99–114.

Bunning, K., Gooch, L., & Johnson, M. (2016). Developing the personal narratives of children with complex communication needs associated with intellectual disabilities: What is the potential of Storysharing(®). Journal of Applied Research in Intellectual Disability, 30, 743–756. https://doi.org/10.1111/jar.12268

Cleave, P. L., Becker, S. D., Curran, M. K., Van Horne, A. J. O., & Fey, M. E. (2015). The efficacy of recasts in language inter- vention: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 24(2), 237–255. https://doi.org/10.1044/2015_AJSLP-14-0105

Dodwell, K., & Bavin, E. L. (2008). Children with specific language impairment: An investigation of their narratives and memory. International Journal of Language & Communication Disorders, 43(2), 201-218. https://doi.org/10.1080/13682820701366147

Fey, M. E., Catts, H. W., Proctor-Williams, K., Tomblin, J. B., & Zhang, X. (2004). Oral and written story composition skills of children with language impairment. Journal of Speech, Language, and Hearing Research, 47(6), 1301-1318. https://doi.org/10.1044/1092-4388(2004/098)