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 4 publications

(1 citation statement)

References 23 publications

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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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Autism Prevalence Information And Diagnosis Processes In Cyprus, Greece And Malta

Petinou,

Vogindroukas,

Christopoulou

2024

NDT

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The current paper follows the thematic review ‘ Autism spectrum disorders without borders: prevalence and diagnosis across the globe ’ aiming to highlight and familiarize readers with the challenges and heterogeneity related to the prevalence, and diagnostic processes of Autism Spectrum Disorders (ASD) from a cross-cultural and diverse geopolitical framework with a focus on Cyprus, Malta, and Greece. The study’s goal was twofold: (a) to document the prevalence and diagnostic processes in the aforementioned geographical areas and (b) to highlight similarities and differences in the prevalence and diagnostic process in ASD. The findings revealed similarities across all countries regarding the diagnostic tools implemented in ASD assessment tools and clinical observations. Some differences were observed in documenting prevalence rates due to methodological heterogeneity in the documentation procedures. Although preliminary, the current findings underscore the importance of research-driven investigations that can lead to larger-scale programs necessary for establishing policy-making and stakeholders’ involvement.

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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 4 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

Autism Prevalence Information And Diagnosis Processes In Cyprus, Greece And Malta

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