Halah Ahmed Alismail
Teachers' perspectives of utilizing distance learning to support 21st century skill attainment for K-3 elementary students during the COVID-19 pandemic era
Heliyon
young people fail develop language expected face significant challenges aspects life unfortunately language disorders common either distinct condition eg developmental language disorder part another neurodevelopmental condition eg autism finding ways attenuate language problems intervention potential yield great benefits individual also society whole metaanalytic review examined effect oral language interventions children neurodevelopmental disorders last electronic search conducted april 2022 intervention studies target language skills children 2 18 years age developmental language disorder autism intellectual disability syndrome fragile x syndrome williams syndrome randomised controlled trials quasiexperimental designs control groups include businessasusual waiting list passive active conditions however excluded studies active control group received different type delivery dosage another language intervention eligible interventions implemented explicit structured activities ie explicit instruction vocabulary narrative structure grammatical rules andor implicit broad activities ie shared book reading general language stimulation intervention studies assess language skills receptive andor expressive modalities search provided 8195 records deduplication records screened title abstract leading fulltext examinations 448 records performed correlated hierarchical effects models ran retrospective power analysis via simulation publication bias assessed via pcurve precisioneffect estimate examined 38 studies 46 group comparisons 108 effects comparing preposttests eight studies 12 group comparisons 21 effects followup results showed mean effect size 027 posttest 018 followup however evidence publication bias overestimation mean effects effects metaanalysis significantly related elements 1 receptive vocabulary omnibus receptive measures showed smaller effect sizes relative expressive vocabulary grammar expressive receptive discourse omnibus expressive tests 2 length intervention longer sessions conducted longer period time beneficial brief sessions shortterm interventions neither moderators concerning participants characteristics childrens diagnosis diagnostic status age sex nonverbal cognitive ability severity language impairment regarding treatment components implementation language interventions intervention content setting delivery agent session structure intervention total number sessions reached significance occurred indicators study quality risk bias assessment showed reporting quality studies examined review poor sum current evidence base promising inconclusive preregistration replication robust adequately powered trials include wider range diagnostic conditions together longterm followup comparisons needed drive evidencebased practice policy