Speech therapy focuses on receptive language, or the ability to understand words spoken to you, and expressive language, or the ability to use words to express yourself. The SLP will work to find fun activities to strengthen your child in areas of weakness. This review supersedes the review by Law J, Garrett Z, Nye C. Speech and language therapy interventions for children with primary speech and language delay or disorder. This has been done to aid interpretation of the results. In: Higgins JP, Green S, editor(s). Craig P, Speech and Language Pathology | Provo City School District This formula for combining multiple arms is located in Table 7.7a within the Handbook, and can be used to combine numbers into a single sample size, mean and standard deviation for each intervention group. The majority of interventions involve the training of specific behaviours (speech sounds, vocabulary, sentence structures) accompanied by reinforcement. We will not limit our search by language, date of publication or publication status, and will seek translations where necessary. Primary speech and/or language disorders can affect one or several of the following areas: phonology (the pattern of sounds used by the child), vocabulary (the level of assessment (impairment cutoff points). Before In the event that change scores are reported and endpoint data are not available, we will pool the data in Review Manager 5 (RevMan 2014), using the MD (provided all instruments used for that outcome are the same), as recommended in the Cochrane Handbook for Systematic Reviews of Interventions (section 9.4.5.2, Deeks 2011). Many of the interventions reported in earlier studies were 'clinical' in focus, in the sense that they were carried out in a clinic separate from school, perhaps with the parents in attendance or actively engaged. Wilson B, Tetzlaff J, We will not combine data where interventions fall into different delivery or measurement categories. Impact of risk of bias of individual trials. Sterne JA, A speech therapist should be part of your child's IEP team, both for evaluating your child's speech and language abilities as well as deciding how therapy should be administered (be it in a group or individually, in class or as a pull-out, and once or twice a week or more). .Common types of speech therapy services children need include: Speech therapy for toddlers who are delayed in your child's oralmotor status (how the mouth, tongue, palate, etc., work together for speech as well as eating and swallowing) Based In the past twenty years, most therapy has shifted from explicit training paradigms to those based on social learning theory, which assumes that children learn most effectively if they are trained within a social context (Miller 2011). (See Pring 2004; Johnston 2005; Law 2005a; Garrett 2006; Marshall 2011). Evidence-based intervention for preschool children with primary 28 or/1827 29 17 and 28 30 exp Speech Disorders/th,rh 31 exp Language Disorders/th,rh 32 Speech Therapy/mt 33 Language Therapy/mt 34 or/3033 35 29 or 34 36 exp Child/ 37 Infant/ 38 adolescent/ 39 (child$ or infant$ or baby or babies or toddler$ or boy$ or girl$ or preschool$ or preschool$ or kindergarten$ or kindergarten or teen$ or adolescen$ or schoolchild$ or schoolboy$ or schoolgirl or young people or youth$).tw. Two review authors (JL, JAD and JJVC, working in pairs) will independently assess reports against the inclusion criteria established under Criteria for considering studies for this review. Although most of our prespecified outcomes are typically assessed with continuous measures, we anticipate some investigators may choose to dichotomise scale data into 'improved' or 'not improved'. MEDLINE InProcess and Other NonIndexed Citations Ovid (current issue). It is unclear whether primary speech and/or language disorders represent varying levels of a single condition, or a number of different conditions with diverse aetiologies but similar presenting patterns (Law 1998; Tomblin 2004). For language, they might play games to stimulate word retrieval, comprehension, or conversation. The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study, Effectiveness of language intervention with language/learning disabled children, Measuring Outcomes in Speech and Language Pathology, Criteria for SLI: the Stark and Tallal legacy and beyond, Ask a silly question: two decades of troublesome trials. American Speech-Language-Hearing Association We plan to account for variance in degree of heterogeneity of language disorders by comparing studies in which more than one language impairment is present. Speech therapy for children. There are some explicit elements in the mechanism of change that can be identified and that are likely to help identify the 'active ingredients' of any intervention both in terms of immediate and longerterm benefits. Cohen NJ, The term 'specific language impairment' is the most commonlyused diagnostic label, 'specific' referring to the idiopathic nature of the condition. Low risk of bias: all outcome measures and followups are reported. General stimulation conditions include, for example, studies where control children are assigned to a control condition designed to mimic the interaction found in therapy without providing the target linguistic input. ProQuest Dissertations & Theses UK & Ireland (1950 onwards). The search strategy for MEDLINE is in Appendix 1. Hulme C. A systematic metaanalytic review of evidence for the effectiveness of the Fast ForWord language intervention program. for the PRISMA Group. High risk of bias: there is differential attrition across groups, reasons for dropout are different across groups, or there was inappropriate application of simple imputation (for example, assuming certain outcomes, last observation carried forward (LOCF), etc.). Young A, Curtiss S. Chapter 10. {"type":"entrez-nucleotide","attrs":{"text":"CD004110","term_id":"30320848"}}. Waldfogel J, Unclear risk of bias: it is not clear whether all data collected by study authors were reported. Review authors will not be blinded to the name(s) of the trial author(s), institution(s) or publication source at any level of review. By Terri Mauro Gtzsche PC, Oliver B, Studies where blinding of outcome assessors was inadequate or not attempted. Effects of grammar facilitation on phonological performance of children with speech and language impairments, Two models of grammar facilitation in children with language impairments: phase 2, Treatment research in speech, language and swallowing: lessons from child language disorders, Systematic reviews and their application to research in speech and language therapy: a response to T. R. Prings Ask a silly question: two decades of troublesome trials (2004), Significant progress in child language intervention: an 11year retrospective, An experimental study of the development of concepts of relationship in preschool children as evidenced by their expressive ability, Efficacy in early childhood intervention programs, Early Intervention for Infants and Children with Handicaps, Children with Specific Speech and Language Impairment. Schneider M, Terri Mauro is the author of "50 Ways to Support Your Child's Special Education" and contributor to the Parenting Roundabout podcast. 12 echolia.tw,kf. 15 "central auditory processing disorder".tw,kf. McCartney E, Key to all intervention is building the child's motivation to speak. Law J. Indirect approaches are increasingly being employed within a range of settings where speech and language therapists train professionals and carers who work with the children, and provide programmes or advice on how to maximise the child's communicative environment and enhance communicative attempts. A move towards metacognitive or metalinguistic interventions, especially for older children and often with a view to enhancing comprehension. 47 randomly.ab. An increased use of computerised intervention packages, and most recently 'apps' (short for computerised 'application'), in education. These differences can make it challenging to compare across studies. Professor James Law has overall responsibility for this review. DOI: 10.1002/14651858.CD004110 (Law 2003a). Vallance DD, We will also contact key authors in the field for information about ongoing or unpublished studies that we may have missed. Jane A Dennis (JAD) is the Feedback Editor for CDPLP. Assessment of eligibility for intervention includes a combination of standardised assessment (where available), observations of linguistic and communicative performance, and professional judgement. Torgerson D, 50 or/4249 51 exp animals/ not humans.sh. It can increase parental knowledge about speech and language development, including how they might target their child's language development at home. et al. We will determine whether studies used computergenerated random numbers or a table of random numbers, drew lots or envelopes, or relied on coin tossing, shuffling cards, or throwing dice. Children and adolescents up to the age of 18 years who have been given a diagnosis of primary speech and/or language disorder by a speech and language therapist/pathologist, child development team or equivalent. The assumption behind overt behavioural techniques is that language or speech can explicitly be taught and that gaps in the child's skills can be filled by instruction. To assess reporting bias, we will attempt to collect all study reports and protocols and trial registration information, if possible, and will track the collection and reporting of outcome measures across all available reports for each included study. For the purpose of the current review, however, impairments in speech and language will be referred to as 'speech and/or language disorders', reflecting the possibility that children may have impairment in both or either of these areas. This requires information on an appropriate intraclass correlation coefficient (ICC); an estimate of the relative variability in outcome within and between clusters (Donner 1980). American Speech-Language-Hearing Association, Learning Disabilities (Reading, Spelling, and Writing), Early Identification of Speech, Language, and Hearing Disorders, Augmentative and Alternative Communication, Speech for People with Tracheostomies or Ventilators, Helping Children with Communication Disorders in the Schools. Tallal P, Intervention for children with speech and/or language disorder is carried out in a number of different contexts: the home, the clinic, the nursery/early years setting/kindergarten, the school, etc. Latterly, we wish to thank Joanne Wilson, Margaret Anderson and Gemma McLoughlin of Cochrane Developmental, Psychosocial and Learning Problems (CDPLP). Where this has been carried out we will make it explicit in the review's narrative. Beitchman JH, Non-Member: 800-638-8255, Site Help | AZ Topic Index | Privacy Statement | Terms of Use Michie S, Low risk of bias: assessors were blind to the outcome assessment. Higgins JPT, The speech-language pathologist has earned a master's degree from an accredited speech and language program, completed a clinical fellowship, and earned a certification to practice in the field. At the level of overall development, for example, phonological maturity or expressive language? We will check that adequate adjustments for clustering were made for estimates of treatment effects. Children with speech and/or language disorder are often described as having poor auditory skills. Evidence does suggest that it may be less the category of person that is key here than the commitment of parents and the experience and training of the practitioner that makes the difference. Dimensions of individual differences in communication skills among primary grade children, Developmental Language Disorders: From Phenoypes to Etiologies. 8600 Rockville Pike Earl G, The nature and efficacy of treatment, Children with Specific Language Impairment, It Takes Two to Talk. It is assumed that the process of making a judgement increases the child's chances of modifying their language and/or speech performance. Bethesda, MD 20894, Web Policies Previous reviews have largely been narrative in nature and thus prone to bias (Goldstein 1991; Enderby 1996; Law 1997; McLean 1997; Gallagher 1998; Guralnick 1998; Olswang 1998; Yoder 2002; McCauley 2006; Leonard 2014). U.S. Department of Education. We will document all work in accordance within PRISMA guidance (Moher 2009), and produce a flowchart of the process. Cluster randomisation reduces the risk of contamination across those delivering the intervention. .Common types of speech therapy services children need include: If your child has an Individualized Education Plan (IEP), speech therapy may be provided by their school. WebWhat Is Speech-Language Therapy? In: Higgins JP, Green S, editor(s). Members: 800-498-2071 High risk of bias: data from some outcome measures are not reported. World Health Organization International Clinical Trials Registry Platform (WHO ICTRP; who.int/trialsearch). We will evaluate whether investigators and participants could foresee assignments before screening was complete and consent was given. Such difficulties are termed 'primary' if they have no known aetiology, and 'secondary' if they are caused by another condition such as autism, hearing impairment, general developmental difficulties, behavioural or emotional difficulties or neurological impairment (Stark 1981; Plante 1998). Questions have been raised in recent years as to how 'specific' to speech and language these problems are, but this distinction between primary and secondary difficulties remains clinically useful and is one commonly reported in the literature (Bishop 1997; Leonard 2014; Reilly 2014 and associated papers). Thank you, {{form.email}}, for signing up. Our website is not intended to be a substitute for professional medical advice, diagnosis, or treatment.
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