The Efficacy of a Theoretically Motivated Past Tense Intervention for Early School-Aged Children with Developmental Language Disorder

Abstract

This doctoral research evaluated the efficacy of a theoretically motivated intervention to improve past tense marking for early school-aged children with Developmental Language Disorder. A programmatic approach to clinical outcome testing was undertaken with a total of 30 children aged between 5;10 and 6;11 years. Intervention efficacy was demonstrated; however, theoretical predictions based on measures of memory status were not conclusive. Findings reflect the heterogeneity of Developmental Language Disorder as a clinical population.