The Prevalence of Speech and Language Disorders in French-Speaking Preschool Children From Yaoundé (Cameroon)

Oyono, Lilly Tchoungui; Pascoe, Michelle; Singh, Shajila

doi:10.1044/2018_jslhr-l-16-0400

Cited by 11 publications

(15 citation statements)

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“…A range of sampling methods were used across studies. Researchers in six studies utilised secondary source sampling (Calder et al., 2022; Collisson et al., 2016; McLeod & Harrison, 2009; Silva, 1980; Smith et al., 2021; Zubrick et al., 2007), three used convenience sampling (Jessup et al., 2008; Ravi et al., 2021; Sidhu et al., 2013), two used cluster sampling (Shanbal & Reddy, 2015; Tchoungui Oyono et al., 2018), one used random sampling (Eapen et al., 2004) and six articles used stratified sampling. Of these six, four were stratified random sampling (Beitchman et al., 1986; Horwitz et al., 2003; Norbury et al., 2016a, 2016b; Thapa et al., 2016; Wong et al., 1992) one was just stratified sampling (Oryadi‐Zanjani et al., 2015) and one was stratified cluster sampling (Tomblin et al., 1997).…”

Section: Resultsmentioning

confidence: 99%

“…Of the included studies, six explicitly identified specific diagnostic criteria, including the DSM‐V ( n = 3), ICD‐11 ( n = 1), CATALISE ( n = 1), EpiSLI ( n = 2) and Speech and Language Disorders Referral Guide ( n = 1). Where established diagnostic criteria were not stated, six papers utilised SD cutoffs ranging from one (e.g., Beitchman et al., 1986) to two SDs (e.g., Tchoungui Oyono et al., 2018) to identify low language capacity. One study identified children with low language based on the interpretation of age equivalent scores relative to chronological age (Wong et al., 1992).…”

Section: Resultsmentioning

confidence: 99%

“…It is worth noting the variability in application of exclusionary criteria across studies. Some researchers did not exclude children with other neurological and/or medical conditions such as intellectual disability and autism (e.g., Eapen et al., 2004; Jessup et al., 2008; McLeod & Harrison, 2009; Smith et al., 2021; Tchoungui Oyono et al., 2018; Wong et al., 1992), while others explicitly examined the presence of these conditions to apply them as exclusionary criteria (e.g., Collison et al., 2016; Oryadi‐Zanjani et al., 2015; Tomblin et al., 1997). However, no clear patterns of prevalence rates emerged across studies that did, or did not, apply exclusionary criteria.…”

Section: Discussionmentioning

confidence: 99%

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Low language capacity in childhood: A systematic review of prevalence estimates

Hill

Calder

Candy

et al. 2023

Intl J Lang & Comm Disor

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Background and AimsEpidemiological studies have provided invaluable insight into the origin and impact of low language skills in childhood and adolescence. However, changing terminology and diagnostic guidelines have contributed to variable estimations of the prevalence of developmental language difficulties. The aim of this review was to profile the extent and variability of low language prevalence estimates through a systematic review of epidemiological literature.MethodsA systematic review of the empirical research (August 2022) was undertaken to identify studies that aimed to estimate the prevalence of low language skills in children (<18 years). A total of 19 studies published between 1980–2022 met inclusion criteria for review.ResultsStudies reported prevalence estimates of low language skills in children between 1 and 16 years. Estimated rates varied from 0.4% to 25.2%. More stable estimations were observed in studies of children aged 5 years and older and those that applied updated diagnostic criteria to performance on standardised assessments of receptive and expressive language.Conclusions and ImplicationsThe estimated prevalence of low language skills in childhood varies considerably in the literature. Application of updated diagnostic criteria, including the assessment of functional impact, is critical to inform advocacy efforts and govern social, health and educational policies.What this paper addsWhat is already known on the subject Epidemiological research has informed our understanding of the origin and impact of low language capacity in childhood. Childhood language disorder is met with a rich history of evolving terminology and diagnostic guidelines to identify children with low language skills. Inconsistent definitions of and methods to identify low language in children have resulted in variable prevalence estimates in population‐based studies. Variability in prevalence estimates impacts advocacy efforts to inform social, health and educational policy for child language disorder.What this study adds A total of 19 studies published at the time of this review aimed to provide estimates of the proportion of children who experience low language skills. Prevalence estimates varied between 0.4% and 25.2%, with more stable estimates reported in studies of older school‐age children and those which utilised standardised assessments of both expressive and receptive language. Few studies utilised assessments of functional impact of language difficulties, which is misaligned with updated diagnostic criteria for child language disorder.What are the clinical implications of this work? This review reports substantial variability in estimates of the proportion of children and adolescents who live with low language skills. This variability underscores the importance of applying updated diagnostic criteria to identify the prevalence low language in childhood. Efforts to estimate the prevalence of low language must include measures of functional impact of low language skills. This aligns with clinical recommendations, which call for routine assessment of functional outcomes. To this end, we require a unified understanding of the term ‘functional impact’ in the context of low language, including the development and evaluation of measures that assess impact across emotional, social and academic domains.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Low language capacity in childhood: A systematic review of prevalence estimates

Hill

Calder

Candy

et al. 2023

Intl J Lang & Comm Disor

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show abstract

“…This fact indicates that almost one out of five children have communication difficulty. Many studies on the prevalence of language disorder have been published (McLeod & McKinnon, 2007;Oyono et al, 2018;Pinborough-Zimmerman et al, 2007). Prevalence study is used to be the foundation in drawing a conclusion appropriate to preschool children.…”

Section: Discussionmentioning

confidence: 99%

Kinds Of Language Problems Of Kindergarten Children In Surakarta

et al. 2021

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Background: Language and communication skills are essential skills that preschoolers must have. This ability is a precursor to further literacy skills which will later be useful in the academic process of children, so it is necessary to trace the language and communication skills of preschool children. Methods: This research is a survey research by distributing questionnaires to respondents. The questionnaire contains the profile of language and communication skills through parent reports. The analysis used is using descriptive statistics. Results: This study provides an overview of language and communication skills in depth. The language component consists of receptive language skills, expressive language skills, and initial literacy skills. Meanwhile, communication skills consist of attention and listening, the ability to follow simple commands, the ability to ask questions, and the ability to speak. About 20% of preschoolers have language skills below their peers. Conclusion: Data found on language skills of children under their peers. Further research is needed to prove broader data about preschool language skills.

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“…At school entry of about 5 years of age, the percentage of children in the United States with speech and language disorders was 6.4% in a recent study of 20,100 kindergarten children followed to eighth grade (Morgan et al, 2015). Tchoungui Oyono, Pascoe, and Singh (2018) assessed 460 French‐speaking preschool children aged 3–5 with the Evaluation du Langage Oral (ELO), and a relatively high prevalence rate of 17.15 of speech and language disorders was found. In terms of disorders, prevalence findings were as follows: expressive language disorders, 1.3%; receptive language disorders, 3%; articulation disorders, 3.6%; voice disorders, 3.6%; and fluency disorders, 8.4%.…”

Section: Introductionmentioning

confidence: 99%

A meta‐analysis on the effectiveness of intervention in children with primary speech and language delays/disorders: Focusing on China and the United States

Zhang

Joshi

2020

Clin Psychology and Psychoth

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The purpose of this meta-analysis was to investigate the immediate and long-term effects of intervention for children with primary speech and language delays/disorders and to explore whether some characteristics of interventions, specifics of the study and research participants moderate the magnitude of the effectiveness of interventions. Using the random effect model, we pooled the effect size and conducted a publication bias evaluation, a moderating effect analysis in CMA 2.0. Results of a random effects model analysis demonstrated a moderate immediate effect (g = 0.70), whereas the long-term efficacy was small (g = 0.23). Additionally, type of measure, language of intervention, parental involvement, intervention content and study quality, as well as the duration of intervention, significantly moderated the effect size of intervention effectiveness.

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The Prevalence of Speech and Language Disorders in French-Speaking Preschool Children From Yaoundé (Cameroon)

Abstract: Prevalence figures are higher than those reported for other countries and emphasize the urgent need to develop speech and language services for the Cameroonian population.

Cited by 11 publications

References 41 publications

Low language capacity in childhood: A systematic review of prevalence estimates

Low language capacity in childhood: A systematic review of prevalence estimates

Kinds Of Language Problems Of Kindergarten Children In Surakarta

A meta‐analysis on the effectiveness of intervention in children with primary speech and language delays/disorders: Focusing on China and the United States

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