Around ten percent of children may present with a disorder where language does not develop as expected. This often affects 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 school educators 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 availability of user-friendly mobile devices to capture, combine and replay multimedia, 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：大约10%的儿童可能存在语言发育未达预期水平的障碍。这种障碍通常影响词汇技能，即表达意愿、需求和想法的词语运用能力，进而影响与心理健康及日常功能相关的行为，如注意力集中、独立性、社交互动和情绪管理。若缺乏专业支持，症状严重程度可能加剧，甚至持续至成年期。目前证据最充分、能有效改善词汇能力并显示出行为与心理健康改善迹象的干预方式，是采用词汇网络图（word webs）。这类图示通过连接词语的语音与语义信息线条来强化儿童词汇认知与使用能力，其形态类似于常见的思维导图，常由言语治疗师与学校教师合作应用于语言困难儿童的教育干预中。此外，基于移动设备的干预措施在某些案例中已显现出提升词汇习得效果，并对心理健康和学业成绩产生积极影响。随着技术进步及用户友好型移动设备（可用于多媒体内容捕获、整合与回放）的普及，设计不受时空限制的定制化词汇教学方案成为可能。这种创新通过支持每个儿童独特语言需求的功能性策略，有望提升用户参与度与专注力，并培养其独立性。要实现这一目标，语言障碍儿童及其家长/照顾者、专业支持人员与软件开发团队成员必须协同合作，共同构建符合实际需求的干预方案。本研究是首个探索协作开发数字化增强型词汇干预方案及其可接受性的项目，旨在解决儿童语言障碍问题。