Impact of a Narrative Language Intervention on Language, Behavior, and Self-Concept among Bilingual Children with Developmental Language Disorder

Authors

Nancy Tarshis MA, MS, CCC-SLP, Albert Einstein College of MedicineFollow
Kathleen McGrath MSS, LSW, Albert Einstein College of MedicineFollow
Ida Barresi MA, CCC-SLP, Albert Einstein College of MedicineFollow
Risa Battino MS, CCC-SLP, BCS-F, Albert Einstein College of MedicineFollow
Sarah Henderson MSEd, MS, CCC-SLP, Albert Einstein College of MedicineFollow
Shankar Viswanathan DrPH, Albert Einstein College of MedicineFollow
Jee-Young Moon PhD, Albert Einstein College of MedicineFollow
Karen Bonuck PhD, Albert Einstein College of MedicineFollow

Abstract

The growing research on narrative interventions is promising but has gaps regarding cultural/linguistic diversity and outcomes beyond language. We evaluated whether a structured, oral narrative intervention affects narrative language, problem behaviors, and self-concept in a diverse group of children with developmental language disorder. A 10-session intervention was implemented within routine care. Baseline and follow-up data included: (a) Narrative recordings—coded by therapists using the CUBED Narrative Language Measure, (b) Child Behavior Checklist—a parent-reported behavioral assessment, and (c) the Piers-Harris Children’s Self-Concept Scale. Among the sample’s n = 33 children, aged 6-16, 55.6% were bilingual. Post intervention, participants’ narrative language scores improved across all domains and showed moderate to large effect sizes, with 3 out of 4 categories attaining statistical significance. Total and social competence scores on the Child Behavior Checklist (CBCL) also increased (p

Plain Language Summary

Persons with a developmental language disorder (DLD) often have trouble using language. Narrative language therapy (NLT) can improve language skills. NLT focuses on telling and retelling stories, including stories about oneself. We studied a 10-session NLT program among bilingual children and adolescents with DLD. The study compared 3 outcomes before and after the program. These were: narrative language skills, behaviors, and self-image. In all, 33 children ages 6-16 participated and provided data before and after the narrative intervention. About 60% were bilingual. After the program, narrative skills, social skills and competence, and self-image improved. More research with a bigger sample is needed.

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Recommended Citation

Tarshis, Nancy MA, MS, CCC-SLP; McGrath, Kathleen MSS, LSW; Barresi, Ida MA, CCC-SLP; Battino, Risa MS, CCC-SLP, BCS-F; Henderson, Sarah MSEd, MS, CCC-SLP; Viswanathan, Shankar DrPH; Moon, Jee-Young PhD; and Bonuck, Karen PhD (2024) "Impact of a Narrative Language Intervention on Language, Behavior, and Self-Concept among Bilingual Children with Developmental Language Disorder," Developmental Disabilities Network Journal: Vol. 4: Iss. 2, Article 10.
DOI: 10.59620/2694-1104.1077
Available at: https://digitalcommons.usu.edu/ddnj/vol4/iss2/10