Impact of a Narrative Language Intervention on Language, Behavior, and Self-Concept among Bilingual Children with Developmental Language Disorder

The growing research on narrative interventions is promising but has gaps regarding cultural/linguistic diversity and outcomes beyond language. We evaluated whether a structured, oral narrative intervention affects narrative language, problem behaviors, and self-concept in a diverse group of children with developmental language disorder. A 10-session intervention was implemented within routine care. Baseline and follow-up data included: (a) Narrative recordings—coded by therapists using the CUBED Narrative Language Measure, (b) Child Behavior Checklist—a parent-reported behavioral assessment, and (c) the Piers-Harris Children’s Self-Concept Scale. Among the sample’s n = 33 children, aged 6-16, 55.6% were bilingual. Post intervention, participants’ narrative language scores improved across all domains and showed moderate to large effect sizes, with 3 out of 4 categories attaining statistical significance. Total and social competence scores on the Child Behavior Checklist (CBCL) also increased (