Multidisciplinary Early Intervention for Preschoolers with Externalizing Behavior Problems and Language Impairment: Results from an Open Trial

Gregg, Della; Hart, Katie; Vaquerano, Samantha; Cuervo, Sisan; Suarez, Mildred; Graziano, Paulo A.

doi:10.1007/s10862-020-09865-w

Cited by 2 publications

(2 citation statements)

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“…Enrolment in an early learning program, such as preschool or kindergarten is associated with better communicative participation outcomes in young children, particularly for children with a higher level of communicative functioning (Cunningham et al., 2017a, 2018). Finally, a positive association was found between children's participation in an intensive 8‐week summer treatment programme on their social functioning (Gregg et al., 2021).…”

Section: Resultsmentioning

confidence: 99%

“…In general, receiving therapy seems to have a positive effect on communicative participation in children with DLD. Several studies describe a positive impact of engagement in an intervention (Gregg et al., 2021) per se, or compared with no intervention on communicative participation of young children with DLD (Cunningham et al., 2017a, 2018, 2019; Senent‐Capuz et al., 2021; Thomas‐Stonell et al., 2013; Washington, 2013; Washington et al., 2015; Wettig et al., 2011). Other studies report no (Murpy et al., 2021; Van Balkom et al., 2010) or mixed effects (Galagher & Chiat, 2009; Wake et al., 2015) of therapy on pragmatic language and communication skills.…”

Section: Resultsmentioning

confidence: 99%

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A systematic scoping review on contextual factors associated with communicative participation among children with developmental language disorder

Singer

Gorter

Luinge

et al. 2022

Intl J Lang & Comm Disor

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Background: Variations in communicative participation of children with developmental language disorder (DLD) cannot be wholly explained by their language difficulties alone and may be influenced by contextual factors. Contextual factors may support or hinder communicative participation in children, which makes their identification clinically relevant. Aims: To investigate which contextual (environmental and personal) factors in early childhood are protective, risk or neutral factors for communicative participation among school-aged children with DLD, and to identify possible gaps in knowledge about this subject. Methods & Procedures: A scoping review was conducted based on a systematic search of studies published from January 2007 to March 2022 in Pubmed,Embase (without MEDLINE), CINAHL and PsycINFO. In total, 8802 studies were reviewed using predefined eligibility criteria, of which 32 studies were included for data extraction and critically appraised using the Critical Appraisal Skills Programme (2021) tools. Main Contribution:The methodological quality of included studies was adequate to strong. Personal protective factors identified are being a preschool girl, reaching school age and being prosocial, while personal risk factors are becoming a teenager or adolescent, having low socio-cognitive skills and experiencing comorbid mobility impairment or behavioural problems. Gender after the preschool years and non-verbal abilities were not found to be of influence, and the role of socio-emotional skills is inconclusive. Receiving therapy is an environmental protective factor, while the association between socio-economical family characteristics with communicative participation is inconclusive.

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Section: Resultsmentioning

confidence: 99%