An evaluation of a Tier 2 intervention to improve language outcomes in a Tasmanian school

This study aimed to examine individual-level change in children’s overall language and narrative skills following a Tier 2 oral language intervention (LanguageLift) for primary school-aged children. Using a case-based approach, we report on pre-post results of 13 children aged between 5–7 years who attend a Catholic Education Tasmania school and participated in ∼ 6 months of LanguageLift. Measures included standardised and functional language assessments. Responsiveness to intervention was explored in relation to performance on language measures and the clinical profiles of the children. Of the 13 children, six demonstrated clinically significant change on standardised language measures, and five children made notable gains on functional language measures. Responsiveness differed in relation to the severity of language difficulties as indicated by standardised language measures. Results suggest that children with low language may show marked improvement as a result of participating in the intervention, and responsiveness to the intervention may contribute to diagnostic reasoning and support planning for children with conditions that affect language. These findings may inform decisions about implementing such programs, especially in schools with many children considered at risk for difficulties in language, learning, and literacy development.