Course Introduction

Language therapy! It’s the heart of almost everything we do, the L in the SLP (and SLT!), and—tragically—sometimes overlooked by those poor, mistaken folks who think we just do lisps. Fortunately for us, there’s fantastic research happening out there to help us make that therapy as effective as possible. Here we’ve gathered some of our favorite research reviews about Developmental Language Disorder (DLD*; the current term for language difficulties not related to another diagnosis, like autism, and which ditches the cognitive requirements of the SLI label). We begin with three reviews that take a big-picture view of language therapy. When does it work? Who benefits, and under what circumstances? Then, we get into the specifics of therapy techniques. Pretty much everything you’ll read relates to grammar (mostly morphology, with a sprinkle of sentence structure). What we love about this research is how universal most of the findings are. It’s less about prescriptive programs or elaborate, hard-to-learn techniques, and more about basic principles that SLPs can incorporate with what we already do. Ready for simple, evidence-based ways to make your therapy more effective? Read on! 

*NOTE: We’ve also made specific courses focusing on intervention with English learners and approaches to teaching vocabulary!

Learning Outcomes & Details

As a result of this course, participants will be able to:

  1. List predictors of progress with language goals in children with developmental language disorder (DLD).

  2. Describe instructional strategies that may be used in language therapy to maximize language learning in children with DLD.

  3. Describe how factors like target difficulty and treatment intensity can predict learning outcomes in children with DLD.

Course Type: Text; Web or downloadable PDF

Time: This is an hour course.

ASHA CEUs: This course is offered for .1 ASHA CEUs (Intermediate level, Professional area)

Course Completion Requirements: Read the full course, then take a quiz at the end. Must pass with a score of 80% or better (two attempts allowed).


Questions? See our frequently asked questions.


Course edited and compiled by:

Meredith Harold, PhD, CCC-SLP is owner of The Informed SLP and faculty at Rockhurst University. Financial Disclosure— receives salary from The Informed SLP and Rockhurst University. Nonfinancial Disclosure— Vice President of Speech–Language Pathology for the Kansas Speech–Language–Hearing Association Board; Board member of the American Speech–Language–Hearing Association Committee on Clinical Research, Implementation Science, and Evidence-Based Practice.

Karen Evans, MA, CCC-SLP is a speech–language pathologist at Intermediate District 287, and employee of The Informed SLP. Financial Disclosure— receives salary from Intermediate District 287 and The Informed SLP. Nonfinancial Disclosure— None.

Full research and writing team bios can be found here. The Informed SLP’s researchers and writers are prohibited from having any financial or nonfinancial conflicts of interest related to the content they research and report on.

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This course is offered for .1 ASHA CEUs (Intermediate level, Professional area).