Shared characteristics of intervention techniques for oral vocabulary and speech comprehensibility in preschool children with co-occurring features of developmental language disorder and a phonological speech sound disorder: protocol for a systematic review with narrative synthesis

Rodgers, Lucy; Botting, Nicola; Cartwright, Martin; Harding, Sam; Herman, Rosalind

doi:10.1136/bmjopen-2022-071262

BMJ Open

2023

DOI: 10.1136/bmjopen-2022-071262

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Shared characteristics of intervention techniques for oral vocabulary and speech comprehensibility in preschool children with co-occurring features of developmental language disorder and a phonological speech sound disorder: protocol for a systematic review with narrative synthesis

Lucy Rodgers

Nicola Botting

Martin Cartwright

et al.

Abstract: IntroductionEvidence suggests that over one-third of young children with developmental language disorder (DLD) or speech sound disorder (SSD) have co-occurring features of both. A co-occurring DLD and SSD profile is associated with negative long-term outcomes relating to communication, literacy and emotional well-being. However, the best treatment approach for young children with this profile is not understood. The aim of the proposed review is to identify intervention techniques for both DLD and SSD, along wi… Show more

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2024

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Cited by 4 publications

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Intervention studies with group design targeting expressive phonology for children with developmental speech and language disorder: A systematic review and meta‐analysis

Kunnari,

Sanduvete‐Chaves,

Chacon‐Moscoso

et al. 2024

Intl J Lang & Comm Disor

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BackgroundPhonological difficulties are prevalent in children with speech and/or language disorders and may hamper their later language outcomes and academic achievements. These children often form a significant proportion of speech and language therapists’ caseloads. There is a shortage of information on evidence‐based interventions for improving phonological skills in children and adolescents with speech and language disorder.AimsThe aim of this systematic literature review and meta‐analysis was to systematically examine the effects of different intervention approaches on speech production accuracy and phonological representation skills in children with speech and language disorders.MethodsA preregistered systematic review (International Prospective Register of Systematic Reviews ID: CRD42017076075) adhering to Preferred Reporting Items for Systematic Reviews and Meta‐Analyses guidelines was completed. Seven electronic databases (PubMed, Web of Science, ERIC, PsychINFO, Cochrane Library, SCOPUS and Linguistics & Language Behavior Abstracts) were searched for studies related to oral language interventions with children with developmental speech and/or language disorder (mean age ranging from 3–18 years) published between January 2006 and August 2022. The included articles reported intervention studies with a group design in which speech production accuracy was the outcome measure. Studies were appraised using the Cochrane risk of bias tool, and individual effect sizes were calculated using standardised means differences when enough data was available. A meta‐analysis was conducted obtaining the average standardised mean difference d. Heterogeneity, influence of possible moderator variables and publication bias were explored.ResultsThe 23 studies that met the inclusion criteria presented low‐medium risk of bias. Nine effect sizes were obtained from seven of these studies that presented a pre‐post‐test with a control group design. Medium‐high average effect sizes were found in phonological accuracy. Heterogeneity was found between individual effect sizes. Significant moderator variables and publication bias were not detected.ConclusionsThe results of this meta‐analysis indicate positive effects on speech production accuracy. Based on this review, further improvements in the quality of reporting for intervention research are required in developing the evidence base for practice.What this paper addsWhat is already known on the subject An increasing number of interventions is available for children and adolescents with developmental speech and/or language disorders. Previous reviews suggest relatively low levels of evidence of interventions having phonology as an outcome measure.What this paper adds to the existing knowledge This review and meta‐analysis summarise the intervention evidence from a substantial body of group design studies, indicating positive results from a range of interventions with phonological outcomes. It highlights the need to systematically implement and replicate different intervention procedures to understand factors that will maximise positive outcomes and to grow the evidence base for best practice.What are the potential or actual clinical implications of this study? Tentative evidence is emerging for the effectiveness of various approaches in enhancing speech production accuracy skills of children and adolescents with developmental speech and/or language disorder.

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Intervention studies with group design targeting expressive phonology for children with developmental speech and language disorder: A systematic review and meta‐analysis

Kunnari,

Sanduvete‐Chaves,

Chacon‐Moscoso

et al. 2024

Intl J Lang & Comm Disor

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Shared characteristics of intervention techniques for oral vocabulary and speech comprehensibility in preschool children with co-occurring features of developmental language disorder and speech sound disorder: a systematic review with narrative synthesis

Rodgers,

Botting,

Harding

et al. 2024

BMJ Open

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ObjectivesTo descriptively compare and contrast intervention techniques for preschool children with features of developmental language disorder (outcome: oral vocabulary) and speech sound disorder (outcome: speech comprehensibility) and analyse them in relation to effectiveness and theory.DesignThis is a systematic review with narrative synthesis. The process was supported by an expert steering group consisting of relevant professionals and people with lived experience.Data sourcesOvid Emcare, MEDLINE Complete, CINAHL, APA PsycINFO, ERIC, and Communication Source from January 2012 were searched. Relevant studies were obtained from an initial published review (up to January 2012).Eligibility criteriaInterventions for preschool children (80% aged 2:0–5:11 years) with idiopathic speech or language needs; outcomes relating to either oral vocabulary or speech comprehensibility.Data extraction and synthesisSearches were conducted on 27 January 2023. Two independent researchers screened at abstract and full-text levels. Data regarding intervention content (eg, techniques) and format/delivery (eg, dosage, location) were extracted. Data were synthesised narratively according to the methods of Campbellet al.Results24 studies were included: 18 for oral vocabulary and 6 for speech comprehensibility. There were 11 randomised controlled trials, 2 cohort studies and 11 case series. Similarities included a focus on input-related techniques and similar therapy activities. Speech studies were more likely to be professional-led and clinic-led, rather than at home and through a parent. Analysis was restricted by heterogeneity in study design and terminology, as well as gaps within intervention reporting. Information deemed important to the expert steering group was missing.ConclusionsSimilarities and differences between intervention techniques for oral vocabulary and speech comprehensibility have been identified and synthesised. However, analysis of effectiveness was limited due to issues with study design and heterogeneity within studies. This has implications for the progression of the evidence base within the field.PROSPERO registration numberCRD42022373931.

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Correction of Grammatical Structure Disorders in Older Preschoolers with Severe Speech Disorders Using Children’s Fiction

Nigmatullina

2024

jour

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Introduction. Currently, one of the most urgent problems of special education is the development of effective approaches to the correction of violations of grammatical structure of speech in older preschool children with severe speech disorders. The leading activity of this age period is play. It allows the formation of all important mental neo-formations. Thisnecessitates the use of game methods in the process of corrective-developmental activities for older preschool children. Objective. To select a set of correctional techniques, including the use of reading children’s fiction, for the correction of grammatical structure disorders in older preschoolers with severe speech disorders. Materials and Methods. To assess the formation of grammatical skills in older preschoolers, we used an adapted “Methodology of Psycholinguistic Research of Oral Speech Disorders in Children” by R. I. Lalaeva and “Comprehensive Educational Program of Preschool Education for Children with Severe Speech Disorders” by N. V. Nishcheva. Results. The experimental study was conducted with the involvement of 10 children (6 boys and 4 girls) of preschool age with the speech therapy conclusion “erased dysarthria” at the age of 5.5 to 6 years, attending kindergarten No. 52 in Taganrog. The results of the study showed that the use of the developed methods and techniques of speech therapy allowed to develop concentration of attention, diligence in classes and to correct the revealed violations of the grammatical structure of speech, which were manifested at the beginning of the work. Discussion. It was revealed that the use of a large number of visual teaching aids, taking into account individual and age-specific features of older preschool children with severe speech disorders allowed to bring the level of development of children’s speech skills closer to the age norm: they built their answers consistently and logically, and also learned to operate independent speech.

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Shared characteristics of intervention techniques for oral vocabulary and speech comprehensibility in preschool children with co-occurring features of developmental language disorder and a phonological speech sound disorder: protocol for a systematic review with narrative synthesis

Cited by 4 publications

References 49 publications

Intervention studies with group design targeting expressive phonology for children with developmental speech and language disorder: A systematic review and meta‐analysis

Intervention studies with group design targeting expressive phonology for children with developmental speech and language disorder: A systematic review and meta‐analysis

Shared characteristics of intervention techniques for oral vocabulary and speech comprehensibility in preschool children with co-occurring features of developmental language disorder and speech sound disorder: a systematic review with narrative synthesis

Correction of Grammatical Structure Disorders in Older Preschoolers with Severe Speech Disorders Using Children’s Fiction

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