Does Efficacy Equal Lasting Impact? A Study of Intervention Short Term Gains, Impact on Diagnostic Status, and Association with Background Variables

Thordardottir, Elin; Rioux, Eve Julie

doi:10.1159/000493125

Cited by 3 publications

(1 citation statement)

References 23 publications

(35 reference statements)

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“…Notably, cross-linguistic investigations related to atypical speech and language development underline the role of typological properties of a given language on speech production phenotypes. Linguistic diversity determines what is spared and what is lost in pathological communication profiles [24][25][26]. Furthermore, idiosyncratic properties of the ambient language (e.g., prosodic and phonotactic variables) determine the selection of intervention stimuli, guide treatment goals, and affect therapy outcomes [27][28][29].…”

Section: Introductionmentioning

confidence: 99%

Promoting Speech Intelligibility in Autism Spectrum Disorder through the Implementation of Phonologically Similar Stimuli

Petinou

2020

Folia Phoniatr Logop

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Objectives: The study focused on promoting expressive phonological skills in 1 Greek-speaking child with autism spectrum disorder (ASD) and comorbid speech sound disorder (SSD). Based on the phonological neighborhood density framework, it was hypothesized that the experimental manipulation through clinical implementation of phonologically overlapping stimuli would yield positive expressive phonology gains relevant to ASD. Participant and Methods: A multiple-baseline single-subject design was implemented. Three baseline sessions measured expressive phonology variables. Sixteen biweekly 30-min intervention sessions were carried out for a period of 2 months. Dependent variables included phonetic inventory size, proportion of consonants correct, occurrences of phonological processes, and percentage of whole word matches elicited via specific word probe stimuli. The Intelligibility in Context Scale was completed by the child’s teacher prior to the initiation of intervention and at a follow-up session. Experimental stimuli were grouped together in phonologically dense cohorts. Results: Comparison between pre-test and post-test measures revealed expressive phonology gains across all measured variables. Follow-up session results showed generalization of expressive phonology gains on untreated targets. Conclusions: Significant expressive phonology gains were achieved through the implementation of phonologically similar word stimuli within a systematic intervention protocol with the implementation of specific word-level variables. The findings supported this treatment approach for a child with ASD and SSD, while providing evidence for the phonological density advantage from a cross-linguistic perspective.

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Section: Introductionmentioning

confidence: 99%

Promoting Speech Intelligibility in Autism Spectrum Disorder through the Implementation of Phonologically Similar Stimuli

Petinou

2020

Folia Phoniatr Logop

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A Systematic Review of Interventions for Multilingual Preschoolers With Speech and Language Difficulties

Crowe

Cuervo

Guiberson

et al. 2021

J Speech Lang Hear Res

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Purpose There is a shortage of information on evidence-based interventions for supporting young multilingual children. The purpose of this review was to identify interventions that have been evaluated with preschool-age multilingual children with a speech and/or language disorder or who are at risk of poor speech, language, literacy, and/or educational outcomes. Method This review considered speech, language, and early literacy interventions evaluated with preschool-age multilingual children with a speech and/or language disorder or who have been identified as being at risk of language difficulties (PROSPERO ID: 165892). The following electronic databases were searched: EBSCO (CINAHL Plus, ERIC, PsycINFO, Medline, Education) and Linguistics, Language, and Behavior Abstracts. Data were extracted describing article, participant, methodological, and intervention variables, and effect sizes. The Council for Exceptional Children's (CEC) standards for evidence-based practice were used to examine the quality of studies. Results Fifty-six relevant studies were identified in 52 articles and these studies described 4,551 participants who had speech sound disorder (six articles), developmental language disorder (11 articles), or were considered to be at risk (36 articles). The interventions targeted speech production (seven studies), language (45 studies), and early literacy (11 studies) skills. Most studies reported positive effects. Only 15 studies met all quality indicators specified by the CEC (2014) and these described 18 interventions targeting language and literacy skills. The only intervention with sufficient evidence to be considered an evidence-based practice was Nuestros Niños [Our Children] for children's early literacy and phonological awareness skills. Conclusions A number of high-quality studies exist that describe speech, language and/or literacy interventions for preschool-age multilingual children with a speech and/or language disorder, or who have been identified as being at risk of language difficulties. However, there remains limited evidence for specific interventions as to their ability to inform evidence-based practices. Supplemental Material https://doi.org/10.23641/asha.16632649

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Exploring the Implications of Input Variability for Unfamiliar Accented Speech Perception: A Focused Review and New Hypotheses

Cowan

Olmstead

2023

Languages

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Children with and without communication disorders have difficulty understanding words and sentences produced by talkers with unfamiliar characteristics, such as unfamiliar accents. To date, few studies have investigated how this difficulty manifests in linguistically diverse children. Studies of monolingual children have found that lexical and phonological skills predict accurate perception. For linguistically diverse children, there are differences in the structure of their linguistic input relative to their monolingual peers. These differences in their linguistic input influence their lexical and phonological development, suggesting that they may also differ in how they perceive unfamiliar accented speech. In this paper we present different hypotheses for how input variability might affect unfamiliar accented speech perception. Then, we conduct a focused review of the literature on how input variability affects early linguistic development for bilingual and bidialectal children. We link this information to the literature on how children with and without language disorders understand unfamiliar accented speech to identify important areas for future inquiry. Determining how input variability interacts with linguistic skills to predict unfamiliar speech perception is a crucial area for future inquiry. Effective clinical recommendations and educational accommodations require understanding of the linguistic skills and experience that support accurate variable speech perception for diverse populations.

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Does Efficacy Equal Lasting Impact? A Study of Intervention Short Term Gains, Impact on Diagnostic Status, and Association with Background Variables

Cited by 3 publications

References 23 publications

Promoting Speech Intelligibility in Autism Spectrum Disorder through the Implementation of Phonologically Similar Stimuli

Promoting Speech Intelligibility in Autism Spectrum Disorder through the Implementation of Phonologically Similar Stimuli

A Systematic Review of Interventions for Multilingual Preschoolers With Speech and Language Difficulties

Exploring the Implications of Input Variability for Unfamiliar Accented Speech Perception: A Focused Review and New Hypotheses

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