Cognitive-Behavioral Intervention for Linguistic and Cognitive Skills in Children with Speech and Language Impairments

A Case Report

Bibliographic Data

ID5901173
AuthorsAlejandro Cano-Villagrasa (0000-0001-7330-8987, Valencian International University, corresponding author), Beatriz María Bonillo-Llavero (Universidad Católica de Murcia), Isabel López-Chicheri García (0000-0001-7370-746X, Universidad Católica de Murcia), Miguel López-Zamora (0000-0003-3466-4465, Universidad de Málaga, corresponding author)
Year2025
Volume10
Issue10
Pages247
Publication date2025-09-24
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguages (JOURNAL)
Journal identifiersISSN: 2226-471X • E-ISSN: 2226-471X
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/languages10100247
OpenAlexW4414517154
LanguageEN
References cited59

Background: Speech and Language Impairment (SLI) significantly affects children's communication skills, limiting their social and academic development. Case Information: This single-case study evaluates the effects of a personalized intervention in a 9-year-old child diagnosed with SLI, integrating linguistic and cognitive strategies to remediate core deficits typically observed in children with SLI. Two main objectives were established: (1) to assess the child's psycholinguistic competencies and cognitive processes and (2) to analyze the impact of the intervention on skills such as phonology, semantics, syntax, executive functions, and emotional well-being. The longitudinal and personalized design included pre- and post-intervention assessments conducted over two and a half years using tools such as the ITPA and Peabody Vocabulary Test. The intervention sessions were structured into linguistic and cognitive activities, with a frequency of two weekly language sessions and one cognitive functions session. Statistical analysis included ANOVA to evaluate significant changes. Conclusions: The results showed significant improvements in linguistic areas such as auditory comprehension (from 3-5 to 10 years) and verbal expression (from 5-10 to 9-6), as well as in cognitive aspects such as visuomotor sequential memory and visual comprehension, which exceeded the expected values for the child's age. However, skills such as grammatical integration and auditory association did not show significant progress. This demonstrates that personalized and multidisciplinary interventions can considerably improve linguistic and cognitive abilities in children with SLI, although some areas require more specific approaches. The findings highlight implications for designing tailored intervention strategies, emphasizing the need for further research with larger samples and control groups to generalize the results. This case reaffirms the importance of comprehensive approaches in the treatment of SLI to maximize the academic and social development of affected children

Language Development and Disorders · Neurobiology of Language and Bilingualism · Reading and Literacy Development

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