Improving oral language skills in children with developmental delays: The role of an oral language-oriented instructional program

This study aimed to examine the effects of an oral language-oriented instructional program on the oral language skills of preschool children with developmental delays. A single-subject, multiple-probe design was employed to explore the effects of oral language-oriented instructional program on the oral language skills of four children aged three to four years, with developmental delays. The first author, who taught kindergarten, implemented the interventions five days a week over two months. Visual analysis was conducted, and effect sizes were computed. The findings suggest a functional relationship between the interventions and effect sizes of oral language skills. According to an anonymous questionnaire survey, parents agreed that this program had relatively high social validity. This study also explored the implications of concentrated early-stage interventions on family practice and research. Current research limitations and recommendations for future research directions are discussed as well.