Speech and Language Therapy Interventions for Children with Primary Speech and Language Delay or Disorder

Abstract

The aim of this Campbell systematic review is to examine the effectiveness of speech and language interventions for children with primary speech and language delay/disorder. Thirty‐six studies were found, based on a total of 1,500 children involved in thirty‐three randomised controlled trials. This Review concludes, on the basis of the available international studies in this field, that speech and language therapy generally has a positive effect on children with expressive phonological difficulties. The therapy also helps children who have a problem with their active vocabulary, i.e. children who have difficulty in using words they understand. Children, who have difficulty with active vocabulary alone, but no problem understanding and acquiring language, also benefit from speech and language therapy. Speech and language therapy for children who have difficulty in applying grammar and constructing sentences is, however, only thought to have a positive effect if the child does not have other significant receptive speech and language difficulties. Synopsis Primary speech and language delay/disorder is a common developmental difficulty which, if unresolved, can cause difficulties of both learning and socialisation lasting into adolescence and beyond. This review examines the effectiveness of speech and language therapy interventions for children with primary speech and language delay/disorder. The review concludes that whilst there may be some support for the effectiveness of speech and language therapy for children with expressive phonological and expressive vocabulary difficulties, the evidence concerning the effectiveness of interventions for expressive syntax is mixed, and no evidence is available concerning interventions for children with receptive language difficulties. Abstract BackgroundIt is thought that approximately 6% of children have speech and language difficulties of which the majority will not have any other significant developmental difficulties. Whilst most children's difficulties resolve, children whose difficulties persist into primary school may have long‐term problems concerning literacy, socialisation, behaviour and school attainment. ObjectivesTo examine the effectiveness of speech and language interventions for children with primary speech and language delay/disorder. Search strategyThe following databases were searched: The Cochrane Controlled Trials Register (Cochrane Library, CENTRAL: 2002/3), CINAHL (1982 – July 2002), EMBASE (1980 – Sept Week 4 2002), ERIC (1965 – 2002), MEDLINE (1966 – Sept Week 3 2002), PsycINFO (1872 – 2002/10 Week 2), The National Research Register (2002/3). In addition to this references were taken from reviews of the literature and reference lists from articles. Selection criteriaThe review considered randomised controlled trials of speech and language therapy interventions for children or adolescents with primary speech and language delay/disorder. Data collection & analysisTitles and abstracts were identified and assessed for relevance, before the full text versi...

Screening for Speech and Language Delay in Preschool Children: Systematic Evidence Review for the US Preventive Services Task Force

“…35 Twentythree of these studies 95 also met criteria for this review and are included in Table 7, and 2 trials were unpublished. The review reported results in terms of standard mean differences (SMDs) in scores for a number of domains (phonology, syntax, and vocabulary).…”

“…Search terms were determined by the investigators and a research librarian and are described elsewhere. 33 Articles were also obtained from recent systematic reviews, 34,35 reference lists of pertinent studies, reviews, editorials, and Web sites and by consulting experts. In addition, the investigators attempted to collect instruments and accompanying manuals; however, these materials are not generally available and must be purchased, which limited the evidence review to published articles.…”

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“…36 TheCochraneReviewofrandomizedcontrolled trials of a range of speech and language interventions for children with primary language impairment has demonstrated the potential benefit of such interventions, especially with young children and especially for those with speech and expressive language difficulties. 37 Clearly, it is possible to introduce environmental modifications that can stimulate the development of speech and language skills through a combination of direct instruction and the development of metacognitive skills that allow the children to acquire the requisite skills more efficiently. To date, the research literature would tend not to support the introduction of social skills training as such, especially in high incidence conditions, but social skills and pragmatics are not the same thing.…”

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“…Systematic reviews support intervening for expressive language and phonological development for children with pronounced, clinical levels of difficulty. 4,5 Unfortunately, benefits to receptive language difficulties are less clear, and some interventions may even be contraindicated. 6 A related area of development that clearly shares common factors, is phonics, and specifically the role that this plays in the development of preliteracy skills.…”