Development and Content Validation of a Cognitive–Linguistic Program for Students with Specific Language Impairment

Articles in Press

Document Type : Original Article

Authors

1 Ph.D. student of Psychology and Education of People with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran

2 Department of Psychology and Education of Children with Special Needs, Faculty of Education and Psychology, University of Isfahan , Isfahan /Iran

3 AssistantProfessor of SpeechTherapy, Departmen of Rehabilitation, Isfahan University of Medical Sciences, ,AssistantProfessor of SpeechTherapy, Departmen of Rehabilitation, Isfahan University of Medical Sciences, ,Isfahan, Iran, Iran

4 Assistant Professor, Department of Psychology and Education of Children with Special Needs,Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran

10.48308/apsy.2026.242535.1936

Abstract

Aim: This study aimed to develop and content-validate a cognitive–linguistic program for students with specific language impairment. The program was designed based on the psychometric framework of Cattell–Horn–Carroll (CHC) cognitive abilities and relevant educational evidence.
 
Method: A mixed-methods (qualitative–quantitative) design was used. In the qualitative phase, data were collected through a systematic literature review and semi-structured interviews with 10 specialists in speech–language pathology, educational psychology, and special education. Data were analyzed using deductive content analysis at three levels: basic, organizing, and overarching themes. In the quantitative phase, content validity was assessed by five experts with experience in evaluating educational programs using the Content Validity Ratio (CVR), Content Validity Index (CVI), and Kendall’s W to determine inter-expert agreement.
 
Results: Findings identified one overarching theme, cognitive–linguistic abilities within the CHC framework, and five organizing themes: auditory processing; language processing and vocabulary knowledge; working memory and active processing; attention and executive functions; and social–communicative skills, comprising 38 basic themes. All sessions and activities achieved acceptable CVR and CVI values, and expert agreement ranged from moderate to relatively high (W = 0.512, p = 0.001).
 
Conclusion: The developed program demonstrates a coherent structure aligned with CHC-based cognitive–linguistic dimensions and shows content relevance and appropriateness according to expert evaluation. Further experimental and intervention studies are required to examine its clinical effectiveness and implementation outcomes.

Keywords

Main Subjects

References

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Applied Psychology

Articles in Press, Accepted Manuscript
Available Online from 05 April 2026

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