Designing a digital intervention for children with developmental language disorder: Aligning theory, research and clinical practice.

Introduction: Developmental language disorder (DLD) is a neurodevelopmental condition characterised by persistent and pervasive challenges in daily communication. This paper describes the process of designing a digital word-learning intervention for this population that aligns with routine clinical practice, is evidence-based, and has strong theoretical rationale. Method: The intervention design process involved research collaboration between academics, clinicians and software professionals.The Medical Research Council's framework for developing complex interventions provided preliminary guidance; greater design depth was introduced by adding recommended elements from a synthesis of intervention design literature. The resulting intervention design was refined with focus group feedback from speech and language therapists, which underwent reflexive thematic analysis. Results: Intervention design features were generated by aligning word-learning traits characteristic of the disorder with evidence-based vocabulary intervention strategies and clinician requirements for embedding digital practice in routine service-delivery.Mock ups for a mobile intervention app were developed from the design features and shared for refinement with practicing speech and language therapists who had day-to-day experience of supporting children with DLD. Conclusion: This paper outlines the process of defining the therapeutic components of a digital intervention, guided by empirical literature and clinician insights. These initial findings will serve as a foundation for co-designing with children with DLD to shape the final design, particularly in terms of motivation and engagement features.Investing at the design stage in the determinants of successful translation of research into practice, increases the likelihood that the resulting intervention will demonstrate both research effectiveness and clinical uptake.