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The current study comprises a systematic review and meta-analysis aimed at evaluating the effects of digital language interventions on oral language skills among pupils with disorders of intellectual development (ID). Disorders of ID are defined by significant limitations in both intellectual functioning and adaptive behavior which often lead to challenges in communication, social interaction, and daily living skills (Schalock et al., 2021). Conditions such as Down syndrome (DS) and other disorders that cause ID are often associated with cognitive and linguistic impairments, including difficulties with working memory, executive functions, and articulation (Bakken et al., 2021; Smith et al., 2008). Addressing these challenges through effective interventions is crucial for improving oral language development, which underpins academic success, social participation, and overall quality of life (Bakken et al., 2021; Moraleda-Sepúlveda et al., 2022).
Digital language interventions encompass a range of instructional technologies, including multimedia programs, game-based learning, and augmentative and alternative communication (AAC) tools, designed to enhance expressive and receptive language skills. These interventions utilize digital devices, such as computers, tablets, and wearable technologies, to deliver engaging, tailored, and interactive learning experiences (Moreno et al., 2021). Game-based learning strategies, for instance, incorporate activities such as labeling, sorting, and sequencing to facilitate vocabulary and grammar development, while also promoting social-pragmatic skills (Moraleda-Sepúlveda et al., 2022). Naturalistic interventions, which focus on restructuring everyday interactions and settings to promote language learning, further highlight the importance of contextually appropriate, child-centered approaches (LeJeune et al., 2022).
Existing research highlights the potential of digital interventions in improving language outcomes for individuals with ID. For example, the Digital Down Syndrome LanguagePlus (DSL+) program demonstrated significant positive effects on expressive and receptive vocabulary through a randomized controlled trial involving first graders with Down syndrome (Næss et al., 2022). However, the heterogeneity of study designs, populations, and intervention methods found in this field presents challenges in synthesizing findings and drawing broader conclusions. Furthermore, single-case experimental designs (SCED), commonly used in special education research, are often excluded from systematic reviews due to difficulties in standardizing outcome measures (Kazdin, 2020; Ledford et al., 2023).
This review addresses these gaps by systematically analyzing SCED-based studies that assess the impact of digital instructional technologies on oral language skills in pupils with ID, aged 4–21 years. This is particularly relevant given that over 83% of intervention studies involving individuals with autism rely on SCED methodologies, underscoring their importance in special education research (Steinbrenner et al., 2020; Ledford et al., 2023). Findings may offer critical insights into evidence-based practices, highlighting the potential of digital interventions to support language development and enhance educational outcomes for pupils with ID.
In addition to synthesizing existing evidence, this review explores the characteristics of digital language interventions, such as the types of devices used and the role of intervention providers, including teachers and special educators by identifying effective practices and intervention frameworks. Despite the promising potential of digital interventions, limitations include the variability of study designs and the lack of long-term follow-up data (Moreno et al., 2021).Thus, there is a need for greater standardization of intervention methodologies and outcome measures to enhance the comparability of findings. Addressing these limitations through rigorous, well-designed studies can provide a stronger evidence base for integrating digital technologies into educational practices for individuals with ID.
