A Study on the “Tiered-Gamification” Model for Language Rehabilitation Training in Children with Special Needs

Abstract

This study addresses the challenge of sub-60% engagement rates in conventional mechanical training for children with language delays by developing a “Three-Tier Gamified” rehabilitation model grounded in Montessori pedagogy, validated through a 12-week quasi-experimental design. Sixty children aged 4–7 years with language quotients of 50–85 on the S-S Method assessment were randomly assigned to experimental groups (basic, intermediate, and advanced tiers) and a control group. The experimental groups received a three-tiered gamified protocol adapted with Montessori materials, while the control group underwent traditional training. Results demonstrated a 52.6% increase in training duration and a surge in active engagement from 30% to 87% in the experimental groups, with an attrition rate of only 8% compared to 25% in controls. Linguistically, vocabulary acquisition reached 2.5 new words per week versus 1.5 in controls; mean length of utterance (MLU) increased from 3.2 to 4.8 words, and syntactic complexity index rose by 3.2 points. One-month follow-up revealed a 73% generalization success rate among families implementing extended home-based games, confirming real-world transferability. The study innovates by proposing a theoretical framework of “Montessori Adaptation for Language Rehabilitation,” (Roberts, M. Y., & Kaiser, A. P., 2015) constructing a dual-core “Engagement-Efficacy” evaluation model, and developing a standardized package of 3-tiered, 12-session game protocols with a 15-minute dynamic assessment tool. This provides a standardized, dynamically adjustable, and engaging solution for language rehabilitation in special children, advancing special education from passive reception to active participation.