Group Therapy Revisited: Using Cooperative Learning Procedures in Speech-Language Therapy

Lieberman, R. Jane; Michael, Ann

doi:10.1044/nsshla_14_51

Cited by 2 publications

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“…Group intervention was also present in some of the included studies but to a lesser extent. An important advantage of group intervention in addition to establishing specific speech and language behaviours is that it is directed towards the development of appropriate interpersonal and social skills (Lieberman & Michael, 1986) and is embedded in an ecological valid setting. These kinds of skills are important building blocks for the development of pragmatic language abilities and intrinsic aspects of pragmatic language (Adams et al., 2005).…”

Section: Discussionmentioning

confidence: 99%

“… Model of delivery refers to whether the intervention is delivered individually (speech language pathologist (SLP) and child only) or in small or large group of children with the same disorder. Lieberman and Michael (1986) emphasise that while individual therapy serves as a direct support for establishing and stabilising specific speech and language behaviours, group therapy is additionally directed towards the development of appropriate interpersonal and social skills. Furthermore, therapy can be direct, meaning that the SLP or other specialist bears full responsibility for delivering the training; or indirect, meaning that a parent, supervised by a specialist, in some aspect helps deliver the training (Boyle, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Efficacy, model of delivery, intensity and targets of pragmatic interventions for children with developmental language disorder: A systematic review

López

Kraljević

Struntze

2022

Intl J Lang & Comm Disor

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Background: It is widely acknowledged that children with developmental language disorder (DLD) predominantly have difficulties in the areas of grammar and vocabulary, with preserved pragmatic skills. Consequently, few studies focus on the pragmatic skills of children with DLD, and there is a distinct lack of studies examining the effectiveness of pragmatic interventions. Aims: To carry out a systematic review of the literature on pragmatic interventions for children with DLD. Methods & Procedures: This systematic review was registered with PROS-PERO (ID = CRD42017067239). A systematic search in seven databases yielded 1031 papers, of which 11 met our inclusion criteria. The included papers focused on interventions for children with DLD (mean = 3-18 years), enhancing oral language pragmatic skills, published between January 2006 and May 2020, and were based on a group-study design such as randomized control trial or pre-posttesting. Study participants were monolingual speakers. The quality of papers was appraised using the Cochrane Risk of bias tool for randomized controlled trials.Outcomes & Results: There was a high degree of variability between the included intervention studies, especially regarding intensity, intervention targets and outcomes. The evidence suggested that pragmatic intervention is feasible for all models of delivery (individual, small and large group) and that interventions for pragmatic language are mostly focused on encouragement of conversation and narrative skills observed through parent-child interaction or shared bookreading activities.Conclusions & Implications: This study highlights the importance of promoting and explicitly teaching pragmatic skills to children with DLD in structured interventions. A narrative synthesis of the included studies revealed that in addition to direct intervention, indirect intervention can also contribute to improving oral pragmatic skills of children with DLD.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Efficacy, model of delivery, intensity and targets of pragmatic interventions for children with developmental language disorder: A systematic review

López

Kraljević

Struntze

2022

Intl J Lang & Comm Disor

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Group-Based Direct and Indirect Approaches to Language Therapy for Children With Developmental Language Disorder: a Pre-Experimental Study

Matić¹,

Kraljević²,

Belić³

et al. 2018

Klin psihol

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Developmental Language Disorder (DLD) is among the most frequent communication disorders in early childhood. It affects the quality of the child’s academic and social life. Speech-language therapy to counter this impairment is usually individual and based on a direct approach with the therapist. New approaches begin to emerge, involving group settings, as well as indirect involvement of a parent who is constantly monitored and supervised by the therapist. Group and indirect therapies are infrequently used in Croatia, even though their effectiveness is well demonstrated worldwide. The aims of the current study were: 1) to examine whether two approaches to language therapy: group-based direct and indirect at home, can foster early literacy in children with DLD, and 2) to gain insight into parental perception of group therapy and how they perceived its potential influence on their children’s lives. It has a pre-experimental design and thus presents the first step towards an evidence-based effectiveness study. Eight children and their parents participated in the programme. Children’s language progress was measured using language tests before and after the programme, and parents’ perception of the therapy was evaluated using a post-programme questionnaire. The results suggest that group-based direct and indirect approaches can foster early literacy in preschool children with DLD. Parental perception of the therapy was positive; they expressed strong trust in the therapy and reported finding it useful for their children. The outcomes of the present pre-experimental study further corroborate positive effects of carefully planned therapies and serve as a step forward in conducting effectiveness studies in order to establish evidence-based practices in Croatia. Keywords: developmental language disorder, pre-experimental study, group language therapy, direct and indirect approaches, early literacy

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Group Therapy Revisited: Using Cooperative Learning Procedures in Speech-Language Therapy

Cited by 2 publications

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Efficacy, model of delivery, intensity and targets of pragmatic interventions for children with developmental language disorder: A systematic review

Efficacy, model of delivery, intensity and targets of pragmatic interventions for children with developmental language disorder: A systematic review

Group-Based Direct and Indirect Approaches to Language Therapy for Children With Developmental Language Disorder: a Pre-Experimental Study

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