Purpose: This investigation aimed to determine the effect of a multimodal intervention targeting the acquisition of novel vocabulary words in students with a mild to moderate language disorder (LD). In this context, multimodal is defined as a broad-spectrum approach utilizing various therapy delivery models to optimize treatment outcomes. Method: Three 7th grade students with primary eligibility of mild to moderate LD participated in this AB study with posttreatment follow-up. Following baseline data collections, a four-week intervention targeted ten predetermined vocabulary words which were taught using a multimodal intervention structure. Strategies included drawing, discussing and using the words, and playing a game based on the targeted words. Participants received six 30-45 minute vocabulary intervention sessions 1-2 times a week over four weeks and completed one follow-up test two weeks after the last session. Data were collected after each session to determine the percentage of words learned. Results: Upon completion of the intervention, all participants met criterion. Data revealed a statistically significant increase in the knowledge of the targeted words for all participants. At posttreatment follow-up, participants continued to demonstrate a clear understanding of the targeted words with retention scores remaining at or above criterion. Conclusion: Results signify a positive relationship between the intervention and successful lexical expansion, indicating that a multimodal approach is a viable tool in teaching new vocabulary words. Further research is needed to explore the effects of this treatment approach to improve and expand a student’s lexical base.
