The Effect of Neuropsychological Interventions on Language Performance in Preschool Children with Specific Language Impairment (SLI): A Case study

This study aimed to examine the effect of neuropsychological interventions on language performance in preschool children with Specific Language Impairment (SLI). In this study a single- subject research methodology was used. On this account and by using purposive sampling method, 5 children among all preschool children with Specific Language Impairment in 1392 in Isfahan were selected according to entry criteria of the study. Having attended 4 based line sessions, every child received neuropsychological interventions in 10 sessions. One month after the intervention, three test sessions were followed. The tools used in this research to collect the data include: Test of Language Development. Primary, c1997, 3rd (TOLP-P: 3), Wechsler intelligence scale for children 4th edition (WISC-IV), and clinical interview. The result of the data chart analysis based on descriptive statics and visual analysis indices revealed that the intervention has been effective on the five participants (Sort by PND 100, 90, 90, 90 and 100 for subjects 1,2,3,4 and 5). The results of the present study show that neuropsychological interventions can improve the language performance of SLI children and can be used as a method of therapeutic intervention in the education and rehabilitation of children with specific language impairment.