Service delivery for children with language disorders across Europe and beyond

McKean, Cristina; Gerrits, Ellen; Tulip, Josie; Tolonen, Anna-Kaisa

doi:10.4324/9780429455308-5

Cited by 10 publications

(15 citation statements)

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“…However, it is also undeniable that the nature of funding influences the choices which are available to a practitioner, particularly with respect to service delivery (dosage, location, agent of therapy etc.) (Law, Levickis et al, 2019;Law, McKean et al, 2019;Law, Roulstone, & McCartney, 2019;McKean et al, 2019). As mentioned above, context-based factors may have substantial influence in forming practices across countries.…”

Section: Preferences Of the Clientmentioning

confidence: 99%

“…Policy makers and practitioners tasked with delivery of health and education services to children worldwide, seek to utilize resources to maximum benefit, invoking evidence-based policy and practice to justify their choices. The sparse existing evidence regarding the relative efficacy of differing service delivery choices in the field is mainly based on models of provision in the UK or USA (Cirrin et al, 2010;Ebbels, McCartney, Slonims, Dockrell, & Norbury, 2019;McKean, Gerrits, Tulip, & Tolonen, 2019;Schooling, Venediktov, & Leech, 2010). However, in Law, McKean et al (2019), one can find a comprehensive report of the tailored practices used in managing DLD, across European countries and beyond: work which emerged from an EU network COST ACTION 1406 examining intervention practices and evidence for children with DLD.…”

Section: Introductionmentioning

confidence: 99%

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RETRACTED: Allocation and funding of speech and language therapy for children with developmental language disorders across Europe and beyond

Knudsen

Jalali-Moghadam

Nieva

et al. 2021

Research in Developmental Disabilities

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Section: Preferences Of the Clientmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

RETRACTED: Allocation and funding of speech and language therapy for children with developmental language disorders across Europe and beyond

Knudsen

Jalali-Moghadam

Nieva

et al. 2021

Research in Developmental Disabilities

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“…In addition, no reviews have focused solely on oral language comprehension interventions in children with language disorders and difficulties aged 8 years and younger, even though children of this age with oral language comprehension difficulties form a common client group in speech and language therapy. In a Europe-wide survey, answered by more than 5000 speech and language therapists and other professionals managing children with DLD, 75% of the children who received interventions were up to 81 months (6.75 years) old (McKean et al., 2019). Thus, the age group eight years and younger was chosen to be the target population of the present review so that the study would capture the most common age group receiving speech and language therapy services, and interventions intended for them.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, the age group eight years and younger was chosen to be the target population of the present review so that the study would capture the most common age group receiving speech and language therapy services, and interventions intended for them. Further, for an exemplar of their clients, 67% of the professionals answering the survey chose a child with difficulties in both receptive and expressive language (McKean et al., 2019). This indicates that children with difficulties in oral language comprehension form a large group within those receiving services.…”

Section: Introductionmentioning

confidence: 99%

Oral language comprehension interventions in 1–8-year-old children with language disorders or difficulties: A systematic scoping review

Tarvainen

Stolt

Launonen

2020

Autism & Developmental Language Impairments

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Background and aims The most severe problems in language manifest as difficulties in comprehending oral language. These difficulties are persistent and expose individuals to several risk factors. There is a lack of intervention research in the area of oral language comprehension, and no reviews have focused solely on oral language comprehension interventions in young children. The aim of this review was to identify interventions targeting oral language comprehension in children 8 years or younger with language disorders or difficulties. The review also examined the possible intervention foci, efficacy, and level of evidence of these interventions. Methods A systematic scoping review of eight databases was carried out. Twenty of 2399 articles met the inclusion criteria and a further six articles were identified through reference lists of sourced articles. These 26 articles described 25 studies. Altogether 2460 children aged 1–8 years participated in the 25 studies. The data from these studies were extracted and analysed, and the intervention foci, efficacy, and level of evidence were evaluated. Main contribution: The reviewed interventions focused on three aspects: modifying the communicative environment of the child; targeting aspects of the child’s language; or targeting the child’s language processing. Of the included studies, 80% indicated positive effects on participants’ oral language comprehension. The level of evidence of the included studies varied. With few exceptions, researchers and practitioners can have moderate confidence in the results of the included studies indicating that it is possible to ameliorate difficulties in oral language comprehension. Conclusions This review summarises the existing evidence on oral language comprehension interventions in young children with language disorders or difficulties. The evidence base is still limited, and more research is urgently needed. The results suggest that though not all interventions seem to provide desired outcomes, there are several interventions indicating efficacy to target problems in oral language comprehension in 1–8-year-old children with language disorders or difficulties. A careful choice of therapy technique and collaboration with people in the child’s environment is required to maximize outcomes. Implications: The results suggest that young children’s oral language comprehension skills can be improved by guiding parents and clinicians in their communication strategies, and by clinician-implemented interventions targeting aspects of the child’s language. The research on interventions targeting children’s language processing is limited, and the results mixed. The present study provides information on different oral language comprehension interventions and their outcomes. The findings are readily applicable for clinical use.

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“…We chose this frequency and duration since it resembled the usual Dutch care and intensity of interventions mentioned in previous studies. A large survey across Europe revealed that the predominant frequency of therapy for children with DLD is 1 session a week for 30-45 min [36]. A therapy session usually contains different activities addressing various aspects of language, such as vocabulary, communication, speech sound production, and sentence comprehension.…”

Section: Discussionmentioning

confidence: 99%

To Game or Not to Game? Efficacy of Using Tablet Games in Vocabulary Intervention for Children with DLD

et al. 2022

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The adoption of tablets by young children has raised enthusiasm and concern among speech and language pathologists. This study investigated whether tablet games can be used as effectively as real play objects in vocabulary intervention for children with developmental language disorder (DLD). A randomized, controlled non-inferiority trial was conducted with 70 3-year-old children with DLD. The novel intervention group (n = 35) received 12 10-min scripted intervention sessions with symbolic play using a tablet game spread out over 8–9 weeks. The standard intervention group (n = 35) received the same amount of intervention with real objects using the same vocabulary scripts. In each session, children were exposed to 22 target words. The primary outcome was the number of new target words learned. This was measured using a picture selection task including 22 target words and 22 control words at 3 time intervals: before the intervention, immediately post-intervention, and 5 weeks later. In both intervention groups, the children learned significantly more target words than control words. No significant differences in gains between the two intervention conditions were found. This study provides evidence that vocabulary intervention for toddlers with DLD using a tablet game is equally as effective as an intervention using real objects.

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Service delivery for children with language disorders across Europe and beyond

Cited by 10 publications

References 0 publications

RETRACTED: Allocation and funding of speech and language therapy for children with developmental language disorders across Europe and beyond

RETRACTED: Allocation and funding of speech and language therapy for children with developmental language disorders across Europe and beyond

Oral language comprehension interventions in 1–8-year-old children with language disorders or difficulties: A systematic scoping review

To Game or Not to Game? Efficacy of Using Tablet Games in Vocabulary Intervention for Children with DLD

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