PURPOSE We investigated the efficacy of Story Champs for improving oral language in third-grade Spanish-English bilingual children with developmental language disorder (DLD). METHOD We implemented a concurrent multiple-baseline across-participants single-case design with four bilingual Spanish-English third-grade students with DLD. Treatment was carried out over 12 sessions with approximately two sessions per week. Maintenance sessions were conducted 1, 2, and 4 weeks postintervention. Participants were explicitly taught story grammar elements, causal and temporal connections, and modifiers within story retells and personal narratives. Dependent variables were story grammar, grammatical complexity, modifiers and listening comprehension within story retells, and story grammar and grammatical complexity within personal narratives. Outcome measures were assessed at the end of every baseline, intervention, and maintenance session using the Narrative Language Measures-Listening (NLM-L). RESULTS Visual analyses for outcome measures suggested slight increases in scores on the NLM-L during intervention accompanied by marked variability. Within-case analyses of story retell performance suggested an intervention effect on story grammar for two participants and on grammatical complexity and modifier use for one participant. For personal narratives, within-case analyses of personal narrative performance suggested an intervention effect on story grammar for one participant. CONCLUSIONS Overall, Story Champs demonstrated efficacy for improving story grammar use in story retells for three out of four participants. It did not show efficacy for improving grammatical complexity, modifier use, or listening comprehension within story retells, nor did it show efficacy for improving story grammar and grammatical complexity within personal narratives. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.26053033.

中文翻译：

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故事冠军对改善患有发展性语言障碍的三年级西英双语学生口语的功效。


目的 我们调查了 Story Champs 对改善患有发育性语言障碍 (DLD) 的三年级西班牙语-英语双语儿童口语的功效。方法 我们对四名患有 DLD 的西班牙语-英语双语三年级学生实施了并行多基线跨参与者单案例设计。治疗进行了 12 个疗程，每周大约两次。干预后 1、2 和 4 周进行维持治疗。参与者被明确教授故事语法元素、因果关系和时间联系，以及故事重述和个人叙述中的修饰语。因变量是故事语法、语法复杂性、故事复述中的修饰语和听力理解，以及个人叙述中的故事语法和语法复杂性。在每次基线、干预和维持课程结束时，使用叙事语言测量-听力 (NLM-L) 对结果测量进行评估。结果 结果测量的视觉分析表明，干预期间 NLM-L 分数略有增加，并伴有明显的变异。对故事复述表现的案例内分析表明，对两名参与者的故事语法以及一名参与者的语法复杂性和修饰语的使用有干预作用。对于个人叙事，个人叙事表现的案例内分析表明对一名参与者的故事语法有干预作用。结论 总体而言，故事冠军对四分之三的参与者展示了提高故事复述中故事语法使用的功效。 它没有显示出改善故事复述中的语法复杂性、修饰语使用或听力理解的功效，也没有显示出改善个人叙述中的故事语法和语法复杂性的功效。补充材料 https://doi.org/10.23641/asha.26053033。