Phonological Treatment Options for Children with Expressive Language Impairment

Hoover, Jill R.

doi:10.1055/s-0039-1677764

Cited by 6 publications

(6 citation statements)

References 43 publications

(46 reference statements)

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“…Where a potentially relevant article could not be retrieved, direct contact with the study authors was made. The reference lists of all included sources of evidence were screened for additional studies, as were the references from relevant non-systematic review and clinical commentary papers (Hoover, 2019;Tyler, 2002Tyler, , 2016.…”

Section: Information Sourcesmentioning

confidence: 99%

“…Children presenting with pSSD or eFDLD in isolation may be at risk of long-term needs relating to their mental wellbeing, literacy skills and educational attainment (Johnson et al, 2010;McCormack et al, 2010;St Clair et al, 2019). Emerging evidence suggests that pre-school children who present with a co-occurring pSSD and eFDLD profile may be at even greater risk of ongoing communication and literacy needs compared with children who have these difficulties in isolation (Hoover, 2019). In their longitudinal study Lewis et al (2015) reported that children with co-occurring speech and language difficulties in early childhood had poorer language and literacy outcomes at adolescence in comparison with those with speech difficulties only.…”

Section: Long Term Risksmentioning

confidence: 99%

“…Building on the reported findings from previous clinical reviews/commentaries on interventions for young children with co-occurring pSSD and eFDLD (Hoover, 2019;Tyler et al, 2002Tyler et al, , 2016, the current scoping review offers additional recommendations for research studies going forward. This guidance is in line for with general best practice within intervention research, and below has been tailored towards our population of interest.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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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: Information Sourcesmentioning

confidence: 99%

Section: Long Term Risksmentioning

confidence: 99%

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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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

View full text Add to dashboard Cite

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“…In fact, considerable research has been carried out since this review. Other reviews have focused on more particular issues, such as specific areas of language intervention (i.e., narrative-based interventions [ 53 , 54 ] and phonological and associated expressive language difficulties [ 55 ]), the mediating role of short-term memory over the efficacy of language intervention [ 56 ], or the use of videos and digital media in interventions that were carried out by parents [ 57 ]. As a considerable amount on new studies have been made available since the last systematic general review [ 52 ], it also seemed to be important to carry out an updated review of the literature.…”

Section: Introduction: Developmental Language Disordermentioning

confidence: 99%

Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review

Rinaldi¹,

Caselli

Cofelice³

et al. 2021

Brain Sciences

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Background. Language disorder is the most frequent developmental disorder in childhood and it has a significant negative impact on children’s development. The goal of the present review was to systematically analyze the effectiveness of interventions in children with developmental language disorder (DLD) from an evidence-based perspective. Methods. We considered systematic reviews, meta-analyses of randomized controlled trials (RCTs), control group cohort studies on any type of intervention aimed at improving children’s skills in the phono-articulatory, phonological, semantic-lexical, and morpho-syntactic fields in preschool and primary school children (up to eight years of age) that were diagnosed with DLD. We identified 27 full-length studies, 26 RCT and one review. Results. Early intensive intervention in three- and four-year-old children has a positive effect on phonological expressive and receptive skills and acquisitions are maintained in the medium term. Less evidence is available on the treatment of expressive vocabulary (and no evidence on receptive vocabulary). Intervention on morphological and syntactic skills has effective results on expressive (but not receptive) skills; however, a number of inconsistent results have also been reported. Only one study reports a positive effect of treatment on inferential narrative skills. Limited evidence is also available on the treatment of meta-phonological skills. More studies investigated the effectiveness of interventions on general language skills, which now appears as a promising area of investigation, even though results are not all consistent. Conclusions. The effectiveness of interventions over expressive and receptive phonological skills, morpho-syntactic skills, as well as inferential skills in narrative context underscores the importance that these trainings be implemented in children with DLD.

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“…Additionally, these reviews were specific in nature with Tosh et al (2017) targeting parent delivered interventions only, and Bellon-Harn et al (2020) exclusively focusing on parent-implemented interventions involving the use of videos and digital media. Clinical commentary papers were also identified (Hoover, 2019;Tyler, 2002;Tyler, 2016), however these were not written following an explicit scoping or systematic review methodology.…”

Section: Reviews To Datementioning

confidence: 99%

Interventions for Pre-School Children with Co-Occurring Phonological Speech Sound Disorder and Expressive Language Difficulties

Rodgers

Harding

Rees

et al. 2021

ssp

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Background: Pre-school children with co-occurring phonological speech sound disorder and expressive language difficulties are more likely to have ongoing communication and literacy needs compared to children with these difficulties in isolation. However, to date there has been no systematic or scoping review of the literature specific to interventions for this frequently seen and high-risk group. Aims: The objective of this paper is to provide a rigorous and detailed protocol for a scoping review of interventions, which target both phonological speech sound disorder and expressive language difficulties in pre-school children with primary speech, language and communication needs. The protocol includes details on the development of a search strategy, as well as the trial of an extraction tool. Methods/Design: Included studies must aim to concurrently improve both speech production and expressive language. Children within included studies must be aged between 2:0 and 5:11 years and have communication needs with no known cause. In accordance with the Joanna Briggs institute scoping review methods guidelines, an initial search of the Ovid Emcare and Ovid Medline databases was conducted. Following this a final search strategy for these databases were produced. A draft extraction form was developed by the first author; this was then trialed by two authors on four articles each. Discussion: Following the systematic development of an initial search strategy and extraction form, a scoping review of this topic can take place. The development of a rigorous scoping review protocol is essential in enhancing the transparency and reliability of the subsequent review. A pre-developed search strategy and trialing of an extraction form is a fundamental part of this process.

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Phonological Treatment Options for Children with Expressive Language Impairment

Cited by 6 publications

References 43 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

Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review

Interventions for Pre-School Children with Co-Occurring Phonological Speech Sound Disorder and Expressive Language Difficulties

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