Integrating Cognitive Behavioral Therapy (CBT) Techniques in Language Intervention for Children with Learning Disabilities

Abstract

Background: Cognitive Behavioral Therapy (CBT) is widely recognized as a practical approach to addressing emotional and behavioral challenges in children with learning disabilities. However, recent studies suggest that CBT techniques may also play a pivotal role in improving cognitive functions such as language acquisition, especially for children struggling with learning disabilities. These children often face language processing, comprehension, and expression challenges, which can hinder academic success and social interactions.
Objective: This article explores the application of CBT techniques to enhance language learning in children with learning disabilities. The research aims to understand how specific CBT strategies, like cognitive restructuring, goal setting, breaking down tasks, and positive reinforcement, can be integrated into language instruction to improve linguistic abilities.
Methods: The present research combines quantitative and qualitative data with a mixed-method approach. A sample of 30 children diagnosed with learning disabilities was selected for the intervention, receiving CBT-integrated language instruction for 12 weeks. Pre- and post-intervention assessments were conducted using standardized language acquisition tests and qualitative interviews with teachers and caregivers.
Results: Preliminary findings indicate significant improvements in language comprehension, vocabulary development, and verbal expression among children who underwent CBT-enhanced language learning sessions. Key CBT techniques, such as self-monitoring and self-regulation, were found to increase motivation and reduce anxiety, which are common barriers in language learning for children with learning disabilities.
Conclusion: The study demonstrates the potential of CBT techniques to enhance language learning in children with learning disabilities by addressing cognitive challenges and emotional and behavioral factors that impede language acquisition. These findings suggest a need for further research on integrating psychological interventions in educational frameworks to support children with learning disabilities.