Dynamic Linguistic Interconnectedness and Variability in Toddlers

Petinou, Kakia; Taxitari, Loukia; Phinikettos, Ioannis; Theodorou, Eleni

doi:10.1007/s10936-020-09747-y

Cited by 5 publications

(5 citation statements)

References 51 publications

(57 reference statements)

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“…This overlap is perhaps unsurprising given that phonological deficits can be a feature of both groups (RCSLT, 2020; Shriberg & Kwiatkowski, 1994), and evidence suggests that multifaceted and bi‐directional links exist between phonological and lexical development, particularly in preschool children (Petinou et al., 2021; Stoel‐Gammon, 2011). The complexity of these links is reflected in studies regarding the clinical trajectory for pre‐school children with this co‐occurring profile.…”

Section: Introductionmentioning

confidence: 99%

Interventions for pre‐school children with co‐occurring phonological speech sound disorder and expressive language difficulties: A scoping review

Rodgers

Harding

Rees

et al. 2022

Intl J Lang & Comm Disor

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Background Recent evidence suggests that pre‐school children with co‐occurring phonological speech sound disorder (SSD) and expressive language difficulties are at a higher risk of ongoing communication and literacy needs in comparison with children with these difficulties in isolation. However, to date there has been no systematic or scoping review of the literature specific to interventions for children with this dual profile. Aims To explore the evidence regarding interventions for pre‐school children with co‐occurring phonological SSD and expressive language difficulties, including the content/delivery of such interventions, areas of speech and language targeted, and a broad overview of study quality. Methods & Procedures A scoping review methodology was used in accordance with the guidance from the Joanna Briggs Institute. Following a systematic search of Ovid Medline, Ovid Emcare, OVID Embase, CINAHL, Psychinfo and ERIC, 11 studies were included in the review. A researcher‐developed data extraction form was used to extract specific information about each intervention, with the JBI appraisal tools used to provide a broad overview of the quality of each study. Main contribution Included papers consisted of six randomized controlled trials (RCTs), two cohort studies, two case studies and one case series. Interventions fell into two main categories: (1) integrated interventions that combined content for both speech and language targets and/or explicitly used the same type of technique to improve both domains; and (2) single‐domain interventions that explicitly included content to target speech or language only, but also aimed to improve the other domain indirectly. Study quality varied, with detail on the content, context and delivery of interventions often underspecified, hampering the replication and clinical applicability of findings. Conclusions & Implications Early emerging evidence was identified to support both integrated speech and language interventions as well as single‐domain interventions. However, caution should be exercised due to the variation in the quality and level of detail reported for the interventions. Future intervention studies may seek to address this by reporting in accordance with Template for Intervention Description and Replication (TIDieR) reporting guidelines. This approach would enable clinicians to consider the applicability of the intervention to individual children within differing settings. What this paper adds What is already known on the subject Pre‐school children with co‐occurring phonological SSD and expressive language difficulties frequently present within speech and language therapy services. These children are at a higher risk of long‐term communication and literacy difficulties compared with children with these needs in isolation. Some emerging evidence suggests that interventions for children with this co‐occurring profile may exist within the literature; however, this evidence may not be known to clinicians in everyday practice. What this paper adds to e...

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Section: Introductionmentioning

confidence: 99%

Interventions for pre‐school children with co‐occurring phonological speech sound disorder and expressive language difficulties: A scoping review

Rodgers

Harding

Rees

et al. 2022

Intl J Lang & Comm Disor

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show abstract

“…The overlap between language and phonological SSDs is further supported by studies on the speech and language development of young children, where complex and bidirectional relationships between the development of individual sounds (phonology) and words (the lexicon) have been identified 22 23. For example, the first words of young children primarily consist of the speech sounds already established within their emerging phonological inventory 23.…”

Section: Introductionmentioning

confidence: 92%

Shared characteristics of intervention techniques for oral vocabulary and speech comprehensibility in preschool children with co-occurring features of developmental language disorder and a phonological speech sound disorder: protocol for a systematic review with narrative synthesis

et al. 2023

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IntroductionEvidence suggests that over one-third of young children with developmental language disorder (DLD) or speech sound disorder (SSD) have co-occurring features of both. A co-occurring DLD and SSD profile is associated with negative long-term outcomes relating to communication, literacy and emotional well-being. However, the best treatment approach for young children with this profile is not understood. The aim of the proposed review is to identify intervention techniques for both DLD and SSD, along with their shared characteristics. The findings will then be analysed in the context of relevant theory. This will inform the content for a new or adapted intervention for these children.Methods and analysisThis search will build on a previous systematic review by Roulstoneet al(2015) but with a specific focus on oral vocabulary (DLD outcome) and speech comprehensibility (SSD outcome). These outcomes were identified by parents and speech and language therapists within the prestudy stakeholder engagement work. The following databases will be searched for articles from January 2012 onwards: Ovid Emcare, MEDLINE Complete, CINAHL, APA PsycINFO, Communication Source and ERIC. Two reviewers will independently perform the title/abstract screening and the full-text screening with the exclusion criteria document being revised in an iterative process. Articles written in languages other than English will be excluded. Data will be extracted regarding key participant and intervention criteria, including technique dosage and delivery details. This information will then be pooled into a structured narrative synthesis.Ethics and disseminationEthical approval is not needed for a systematic review protocol. Dissemination of findings will be through peer-reviewed publications, social media, and project steering group networks.PROSPERO registration numberCRD4202237393.

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“…Thus, early intervention becomes paramount since research findings indicate that phonological normalization and acceleration is possible in the age window of 4;0-6;0 years (Shriberg, Gruber & Kwiatkowski, 1994). By capitalizing on such research findings, clinicians can significantly induce wide-system language gains by advancing knowledge regarding the interconnectedness between phonological, lexical, semantic and morphophonological subsystems (Petinou, Taxitari, Phinikettos & Theodorou, 2021;Stoel-Gammon, 2011).…”

Section: Developmental Language Disordermentioning

confidence: 99%

Developmental language disorders in Cyprus

Theodorou¹,

Kambanaros²,

Petinou³

2022

JMBS

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The term developmental language disorder (DLD) refers to the condition in which a child fails to achieve the speech and language milestones that are expected for his/her chronological age. The disorder is often linked to a series of add-on effects such as learning difficulties, trouble with socializing, problematic behaviour and low self-esteem. According to the international literature, DLD affects approximately 7% of school children in mainstream education. This paper reports on research conducted in Cyprus aiming to map the services provided by speech and language therapists (SLTs) to children with DLD. A questionnaire containing key areas of enquiry was developed and distributed to professionals working with DLD in Cyprus. A total of 44 responses were submitted by SLTs who provide services to individuals with DLD. The findings showed that the majority of children with DLD are diagnosed with a mixed receptive/expressive language disorder and are, on average, 7 years of age. The speech therapy interventions provided by professionals were twice a week and were most often on an individual basis. The maximum number of sessions was not pre-determined. Findings underscored the need for further research in defining service provision issues for children with DLD in Cyprus.

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Dynamic Linguistic Interconnectedness and Variability in Toddlers

Cited by 5 publications

References 51 publications

Interventions for pre‐school children with co‐occurring phonological speech sound disorder and expressive language difficulties: A scoping review

Interventions for pre‐school children with co‐occurring phonological speech sound disorder and expressive language difficulties: A scoping review

Shared characteristics of intervention techniques for oral vocabulary and speech comprehensibility in preschool children with co-occurring features of developmental language disorder and a phonological speech sound disorder: protocol for a systematic review with narrative synthesis

Developmental language disorders in Cyprus

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