Applied Psychology

Applied Psychology

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

Document Type : Original Article

Authors
Farzaneh Behzadi 1
Salar Faramarzi 2
Bijan Shafiei 3
Ali Sharifi 4
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 intervention program for students with specific language impairment based on the Cattell–Horn–Carroll (CHC) framework of cognitive abilities.

Method: A mixed-methods qualitative–quantitative design was employed. In the qualitative phase, data were gathered through 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 across three levels: basic themes, organizing themes, and overarching themes. In the quantitative phase, content validity was evaluated by five experts using the Content Validity Ratio (CVR), Content Validity Index (CVI), and Kendall’s coefficient of concordance (W).

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. These categories included 38 basic themes. All activities and sessions demonstrated acceptable CVR and CVI values, and expert agreement ranged from moderate to high (W = 0.512, p = 0.001).

Conclusion: The developed program demonstrated strong conceptual coherence and satisfactory content validity. The findings support the applicability of the program for educational and clinical contexts, although future intervention studies are needed to evaluate its effectiveness.
Keywords
Content validation
Specific Language Impairment
Cognitive–linguistic program
Cattell–Horn–Carroll cognitive abilities
Social skills
Subjects
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