A systematic review and evaluation of procedures for the induction of speech among persons with developmental disabilities

Mulhern, Teresa; Lydon, Sinéad; Healy, Olive; Mollaghan, Gerard; Ramey, Devon; Leoni, Mauro

doi:10.3109/17518423.2016.1150360

Cited by 6 publications

(3 citation statements)

References 121 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These barriers may impede later social, academic, and vocational success (Rao, Beidel, & Murray, 2008). Furthermore, deficits in communication are often associated with the development of challenging behavior and can have an impact on an individual's quality of life (Mulhern et al, 2016). Given the various challenges associated with failure to learn communication repertoires, and the empirical evidence that early intervention can ameliorate later challenges (Dunlap et al, 2006), empirical investigations of interventions to establish vocal verbal repertoires in children with ASD are extremely important.…”

mentioning

confidence: 99%

An investigation of the effects of a parent delivered stimulus-stimulus pairing intervention on vocalizations of two children with Autism Spectrum Disorder

Barry

Holloway

Gunning

2018

Analysis Verbal Behav

View full text Add to dashboard Cite

Communication deficits in children with Autism Spectrum Disorder (ASD) can manifest in a myriad of lifelong social and educational challenges. Many children with ASD fail to learn vocal verbal behavior and may require intensive individualized intervention to learn early verbal operants. The current research aimed to evaluate the effects of a parent delivered stimulus-stimulus pairing (SSP) procedure on target vocalizations of two young children with ASD who did not present with vocal verbal behavior. Results indicated the intervention was successful in increasing the frequency of the target vocalizations for both participants. Social validity results indicated that parents were satisfied with the intervention and their own implementation of these procedures. These results are discussed in terms of their implications for parent delivered interventions. Keywords stimulus-stimulus pairing (SSP). verbal behavior. vocalizations. autism spectrum disorder (ASD). parent training Children diagnosed with autism spectrum disorder (ASD) present with a myriad of social communication deficits which vary across individuals. Such deficits are complex, and can range from insufficient speech and language skills (Charlop-Christy, Carpenter, Le, LeBlanc, & Kellet, 2002) to difficulties with more complex social communication skills, such as conversational reciprocity (Watkins et al., 2015). For children with ASD, development of vocal communication is often delayed and may never occur for some children (Kelley, Shillingsburg, Castro, Addison, & LaRue, 2007). In a longitudinal study of 206 children, researchers found that 30% of children did not acquire vocal language by the age of 9 (Anderson et al., 2007). Deficits in vocal communication are often associated with challenges across all stages of development

show abstract

mentioning

confidence: 99%

An investigation of the effects of a parent delivered stimulus-stimulus pairing intervention on vocalizations of two children with Autism Spectrum Disorder

Barry

Holloway

Gunning

2018

Analysis Verbal Behav

View full text Add to dashboard Cite

show abstract

“…Historically, most of the published work establishing an evidence base for SLT communication intervention in ID has focused on children (Adams et al 2012;Pennington et al 2005;Mulhern et al 2017). Snell et al's (2010) systematic review, which found evidence supporting SLT intervention for individuals with severe disabilities, notes that the evidence is based on the paediatric population, with 80% of the published studies focusing on participants younger than 12 years.…”

Section: Introductionmentioning

confidence: 99%

Is speech and language therapy effective at improving the communication of adults with intellectual disabilities?: A systematic review

Wood

Standen

2021

Intl J Lang & Comm Disor

View full text Add to dashboard Cite

Background: A significant proportion of adults with intellectual disabilities (ID) experience speech, language and communication difficulties which are associated with poor physical and mental health outcomes. Speech and language therapy (SLT) interventions are an important way to address these communication difficulties, yet there is limited available evidence to provide information about the effectiveness of the different approaches used for this heterogeneous group. Aims: To review the evidence available for the effectiveness of SLT interventions aimed at improving communication for adults with ID. Methods & Procedures: A systematic search across relevant databases was performed. Information on methodological details of each relevant study, along with descriptions of the SLT interventions employed, were extracted and the Crowe Critical Appraisal Tool (CCAT) was used to assess quality. Findings were discussed in a narrative synthesis grouped by target communication skill. Outcomes & Results: A total of 10 relevant studies met the inclusion criteria. These were predominantly interventions aimed directly at adults with ID to improve speech, increase augmentative and alternative communication (AAC) use and develop interaction skills, with one study addressing work with carers. The included studies were all rated as low quality. There is weak preliminary evidence that SLT input can improve the communication skills of adults with ID. Conclusions & Implications: There is insufficient evidence to draw strong conclusions about the effectiveness of SLT in this population. Further high-level evidence across speech, language and communication domains is urgently needed.

show abstract

“…Systematic reviews of language interventions in autism incorporating Single Case Experimental Design evidence have either been unable to generate an effect size at all ( Lane et al, 2016 ; Mulhern et al, 2017 ), or have used the Percentage of Non-overlap statistic ( Kane et al, 2010 ), which is unfortunately limited due to ceiling effects ( Parker et al, 2011 ) and is confounded with length of baseline period ( Allison and Gorman, 1993 ). Furthermore, Lane et al (2016) assessed naturalistic spoken language interventions in autism for methodological quality and found that only half the Single Case Experimental Design studies (24 studies, n = 45) were of adequate quality.…”

Section: Introductionmentioning

confidence: 99%

A Randomized Case Series Approach to Testing Efficacy of Interventions for Minimally Verbal Autistic Children

Saul

Norbury

2021

Front. Psychol.

View full text Add to dashboard Cite

BackgroundRandomized Controlled Trials (RCTs) are the gold standard for assessing whether an intervention is effective; however, they require large sample sizes in order to detect small effects. For rare or complex populations, we advocate a case series approach as a more realistic and useful first step for intervention evaluation. We consider the importance of randomization to such designs, and advocate for the use of Randomization Tests and Between Case Effect Sizes to provide a robust and statistically powerful evaluation of outcomes. In this tutorial, we describe the method, procedures, and analysis code necessary to conduct robust single case series, using an empirical example with minimally verbal autistic children.MethodWe applied a pre-registered (https://osf.io/9gvbs) randomized baseline design with between-case effect size to a case series (n = 19), to test the efficacy of a novel, parent-mediated, app-based speech production intervention (BabbleBooster) for minimally verbal autistic children. Parent-rated probe scores were used to densely sample performance accuracy over time.ResultsParents were able to reliably code their children’s speech productions using BabbleBooster. A non-significant Randomization Test and small Between-Case Effect Size (d = 0.267), suggested there was no evidence that BabbleBooster improved speech production in minimally verbal autistic children, relative to baseline scores, during this brief period of intervention.ConclusionThe current analyses exemplify a more robust approach to examining treatment effects in rare or complex populations, where RCT may be difficult or premature to implement. To facilitate adoption of this method by researchers and practitioners, we provide analysis code that can be adapted using open source R packages. Future studies could use this case series design to evaluate interventions aiming to improve speech and language outcomes for minimally verbal autistic children, and other heterogeneous and hard to reach populations.

show abstract

A systematic review and evaluation of procedures for the induction of speech among persons with developmental disabilities

Abstract: Results indicate that a number of procedures can induce speech among individuals with developmental disabilities.

Cited by 6 publications

References 121 publications

An investigation of the effects of a parent delivered stimulus-stimulus pairing intervention on vocalizations of two children with Autism Spectrum Disorder

An investigation of the effects of a parent delivered stimulus-stimulus pairing intervention on vocalizations of two children with Autism Spectrum Disorder

Is speech and language therapy effective at improving the communication of adults with intellectual disabilities?: A systematic review

A Randomized Case Series Approach to Testing Efficacy of Interventions for Minimally Verbal Autistic Children

Contact Info

Product

Resources

About