Abstract：
Adjectives are essential for communication, conceptual development and academic success. However, they are semantically and syntactically complex and can be particularly challenging for children with Developmental Language Disorder (DLD). Surprisingly, language interventions have not typically focused on this important word class.
(1) To provide a supportive and accessible primer on adjectives for practitioners; (2) to explore how the SHAPE CODINGTM system can be adapted to support adjective learning in DLD; and (3) to provide practical recommendations on how to support adjective learning in clinical practice and education.
We synthesise linguistic and psychological research on adjective semantics, clinical insights into DLD and pedagogical practice supporting this population.
We address the lack of specific training in the nature and acquisition of adjectives for speech and language therapists (SLTs) by providing an accessible primer. We also provide an innovative guide detailing how an established metalinguistic intervention might be adapted to support adjective learning.
Without targeted support for adjective learning, the communicative potential of children with DLD is compromised. Our recommendations can be used across a range of therapeutic and educational contexts to guide SLTs and teaching staff in developing practice in this area.
What is already known on the subject Adjectives are an essential word class needed for effective communication. They are also vital to successfully achieve academic objectives across all curriculum areas. For example, most subjects require children to be able to describe, evaluate, compare and discriminate different events, objects or techniques. Children with Developmental Language Disorder (DLD) have deficits in various domains of language that can affect adjective learning and use. What this paper adds to existing knowledge Despite the importance of adjectives, speech and language therapists (SLTs) and other professionals supporting language development rarely receive specific training regarding their structure and meanings, and how to teach and support their use. This article provides an accessible primer on the many subtypes of adjectives and how these behave syntactically and semantically. It explores how adjective teaching could be enhanced for children with DLD by adapting an established metalinguistic technique and provides practical recommendations for implementing this approach. What are the potential or actual clinical implications of this work? By raising awareness of the complexities of adjectives and providing strategies to support their acquisition by children with DLD, this article will enable SLTs and teaching staff to improve their understanding and practice in this area and, with further research, to develop robust, effective interventions for children with DLD. This will contribute to enhancing the long-term academic, social and employment success of children with DLD.
(1) To provide a supportive and accessible primer on adjectives for practitioners; (2) to explore how the SHAPE CODINGTM system can be adapted to support adjective learning in DLD; and (3) to provide practical recommendations on how to support adjective learning in clinical practice and education.
We synthesise linguistic and psychological research on adjective semantics, clinical insights into DLD and pedagogical practice supporting this population.
We address the lack of specific training in the nature and acquisition of adjectives for speech and language therapists (SLTs) by providing an accessible primer. We also provide an innovative guide detailing how an established metalinguistic intervention might be adapted to support adjective learning.
Without targeted support for adjective learning, the communicative potential of children with DLD is compromised. Our recommendations can be used across a range of therapeutic and educational contexts to guide SLTs and teaching staff in developing practice in this area.
What is already known on the subject Adjectives are an essential word class needed for effective communication. They are also vital to successfully achieve academic objectives across all curriculum areas. For example, most subjects require children to be able to describe, evaluate, compare and discriminate different events, objects or techniques. Children with Developmental Language Disorder (DLD) have deficits in various domains of language that can affect adjective learning and use. What this paper adds to existing knowledge Despite the importance of adjectives, speech and language therapists (SLTs) and other professionals supporting language development rarely receive specific training regarding their structure and meanings, and how to teach and support their use. This article provides an accessible primer on the many subtypes of adjectives and how these behave syntactically and semantically. It explores how adjective teaching could be enhanced for children with DLD by adapting an established metalinguistic technique and provides practical recommendations for implementing this approach. What are the potential or actual clinical implications of this work? By raising awareness of the complexities of adjectives and providing strategies to support their acquisition by children with DLD, this article will enable SLTs and teaching staff to improve their understanding and practice in this area and, with further research, to develop robust, effective interventions for children with DLD. This will contribute to enhancing the long-term academic, social and employment success of children with DLD.
摘要：
背景：形容词对于交流至关重要，概念发展和学术成功。然而,它们在语义上和语法上都很复杂，对于患有发育性语言障碍（DLD）的儿童来说尤其具有挑战性。令人惊讶的是,语言干预通常不集中在这个重要的单词类。
目的：（1）为从业者提供有关形容词的支持性和可访问性入门；（2）探索如何调整SHAPECODINGTM系统以支持DLD中的形容词学习；（3）就如何支持临床实践和教育中的形容词学习提供实用建议。
方法：我们综合了关于形容词语义的语言学和心理学研究，对DLD的临床见解和支持这一人群的教学实践。
结果：我们通过提供可访问的入门，解决了在言语和语言治疗师（SLT）的形容词的性质和获取方面缺乏特定培训的问题。我们还提供了一个创新的指南，详细说明了如何调整已建立的元语言干预以支持形容词学习。
结论：如果没有对形容词学习的针对性支持，DLD儿童的沟通潜力受到损害。我们的建议可以在一系列的治疗和教育环境中使用，以指导SLT和教学人员在这一领域发展实践。
结论：关于该主题的已知内容形容词是有效交流所必需的基本词类。它们对于成功实现所有课程领域的学术目标也至关重要。例如,大多数科目要求孩子能够描述，评估，比较和区分不同的事件，对象或技术。患有发展性语言障碍（DLD）的儿童在语言的各个领域都存在缺陷，这可能会影响形容词的学习和使用。本文对现有知识的补充尽管形容词很重要，言语和语言治疗师（SLT）和其他支持语言发展的专业人员很少接受有关其结构和含义的特定培训，以及如何教导和支持它们的使用。本文提供了有关形容词的许多亚型以及它们在语法和语义上的行为的可访问入门。它探讨了如何通过采用既定的元语言技术来增强DLD儿童的形容词教学，并为实施这种方法提供了实用建议。这项工作的潜在或实际临床意义是什么？通过提高对形容词复杂性的认识，并提供支持DLD儿童获得形容词的策略，本文将使SLT和教学人员提高他们在这方面的理解和实践，随着进一步的研究，为了发展健壮，对DLD儿童的有效干预措施。这将有助于提高长期学术，DLD儿童的社会和就业成功。
目的：（1）为从业者提供有关形容词的支持性和可访问性入门；（2）探索如何调整SHAPECODINGTM系统以支持DLD中的形容词学习；（3）就如何支持临床实践和教育中的形容词学习提供实用建议。
方法：我们综合了关于形容词语义的语言学和心理学研究，对DLD的临床见解和支持这一人群的教学实践。
结果：我们通过提供可访问的入门，解决了在言语和语言治疗师（SLT）的形容词的性质和获取方面缺乏特定培训的问题。我们还提供了一个创新的指南，详细说明了如何调整已建立的元语言干预以支持形容词学习。
结论：如果没有对形容词学习的针对性支持，DLD儿童的沟通潜力受到损害。我们的建议可以在一系列的治疗和教育环境中使用，以指导SLT和教学人员在这一领域发展实践。
结论：关于该主题的已知内容形容词是有效交流所必需的基本词类。它们对于成功实现所有课程领域的学术目标也至关重要。例如,大多数科目要求孩子能够描述，评估，比较和区分不同的事件，对象或技术。患有发展性语言障碍（DLD）的儿童在语言的各个领域都存在缺陷，这可能会影响形容词的学习和使用。本文对现有知识的补充尽管形容词很重要，言语和语言治疗师（SLT）和其他支持语言发展的专业人员很少接受有关其结构和含义的特定培训，以及如何教导和支持它们的使用。本文提供了有关形容词的许多亚型以及它们在语法和语义上的行为的可访问入门。它探讨了如何通过采用既定的元语言技术来增强DLD儿童的形容词教学，并为实施这种方法提供了实用建议。这项工作的潜在或实际临床意义是什么？通过提高对形容词复杂性的认识，并提供支持DLD儿童获得形容词的策略，本文将使SLT和教学人员提高他们在这方面的理解和实践，随着进一步的研究，为了发展健壮，对DLD儿童的有效干预措施。这将有助于提高长期学术，DLD儿童的社会和就业成功。
