Around ten percent of all children could have a disorder where language does not develop as expected. This often effects vocabulary skills, i.e., finding the words to express wants, needs and ideas, which can influence behaviours linked to wellbeing and daily functioning, such as concentration, independence, social interactions and managing emotions. Without specialist support, needs can increase in severity and continue to adulthood. The type of support, known as interventions showing strongest evidence for improving vocabulary with some signs of improved behaviour and wellbeing are ones that use word-webs. These are diagrams consisting of lines that connect sound and meaning information about a word to strengthen the child's word knowledge and use. The diagrams resemble what is commonly known as mind-maps and are widely used by Speech and Language Therapists in partnership with schools to help children with language difficulties. In addition, interventions delivered through mobile-devices has led in some cases to increased vocabulary gains with positive influence on wellbeing and academic attainment. With advances in technology and the availability of user-friendly mobile devices to capture, combine and replay multimedia content, new opportunities for designing bespoke vocabulary instruction have emerged that are without timing and location constraints. This brings the potential to engage and motivate users and harbour independence through functional strategies that support each child's unique language needs. To achieve this, children with language disorder, their parents/carers, support professionals and software development team members must work jointly to create an intervention that is fit for purpose. This is the first research planned to explore the collaborative development and acceptability of a digitally enhanced vocabulary intervention for child language disorder.

翻译：约百分之十的儿童可能存在语言发育未达预期的情况。这通常影响词汇技能，即寻找表达意愿、需求和想法的词语的能力，进而可能影响与幸福感和日常功能相关的行为，如注意力、独立性、社交互动及情绪管理。若无专业支持，需求严重程度可能增加并延续至成年。当前证据显示，对改善词汇效果最显著且部分能改善行为与幸福感的干预措施是使用词网。这些由线条构成的图表连接词语的语音与语义信息，以强化儿童对词语的掌握与运用。此类图表类似常见思维导图，被言语治疗师广泛联合学校用于帮助语言障碍儿童。此外，通过移动设备实施的干预措施在某些案例中已带来词汇能力提升，并对幸福感与学业成就产生积极影响。随着技术进步与便捷移动设备的普及（可捕捉、组合及回放多媒体内容），设计不受时间地点限制的定制化词汇教学的新机遇应运而生。这为通过适配每个儿童独特语言需求的功能性策略，提升用户参与度、激发主动性并培养独立性带来可能。为实现该目标，语言障碍儿童、家长/照护者、专业人员及软件开发团队必须协作开发契合目标的干预方案。这是首个旨在探索儿童语言障碍数字化增强词汇干预的协同开发及其可接受性的研究计划。