Intervention in Developmental Language Disorder in Preschool and Primary Education: A Systematic Review of Collaborative Interventions with the Strongest Empirical Support (2015–2025)

This systematic review aims to identify collaborative interventions with the strongest empirical support for children with Developmental Language Disorder (DLD/SLI) in preschool and primary education, implemented in educational and/or clinical settings between 2015 and 2025. The study updates and extends previous reviews (2000–2020) by adopting a selective, outcome-focused approach emphasizing demonstrated effectiveness and generalization of learning.