Intervention for mixed receptiveexpressive language impairment: a review. In some cases these are recorded; in others, it is unclear whether children experience such difficulties or not. In: Higgins JP, Green S, editor(s). World Health Organization International Clinical Trials Registry Platform (WHO ICTRP; who.int/trialsearch). Ozanne A. 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. These draw the child's attention to the structure and the content of the speech or language input (or both), and the input is often presented at a developmental level a little ahead of that of the child. Although it is likely that most of the interventions delivered for children with speech and language impairments will have randomised children at the individual level, there is a possibility that children will be allocated at a service level (clinic/school/class); socalled clusterrandomised studies. : {"type":"entrez-nucleotide","attrs":{"text":"CD004110","term_id":"30320848"}}CD004110. Some children only need help with language, while others have the most problems with the mechanics of speech. We will diligently search for trial protocols for all included studies within the review; however, we are conscious that the trend to register protocols for trials has been less robust than in more traditionally 'medical' fields over time. Similarly, training teachers and teaching assistants to carry out the intervention tasks has the potential to widen the child's opportunities to practice new skills. 27 ("Naturalistic Speech Intelligibility Training " or "NonLinear Phonology Intervention " or "Nonspeech Oromotor Exercise " or "Nuffield Dyspraxia Programme " or "Nuffield Early Language Intervention " or "Oral Language Programme" or "Phoneme Factory " or "Phonology with Reading Programme " or "Picture Exchange System " or "Preschool Autism Communication Therapy " or PACT or "Psycholinguistic Framework " or "Rapid Syllable Transition Treatment" or "Shape Coding" or "Social Communication Intervention Programme" or "Social Stories" or "Strathclyde Language Intervention" or "Talk Boost" or "Talking Time" or "Thinking Together" or "Visualising and Verbalising").tw,kf. Barwick M, Raleigh Primary Pediatric Speech Therapy-Customized Speech Speech and language therapy: does it work? Montori V, When information is missing, we will contact trial investigators, where possible. CINAHL EBSCOhost (Cumulative Index to Nursing and Allied Health Literature; 1937 onwards). Law J. Terri Mauro is the author of "50 Ways to Support Your Child's Special Education" and contributor to the Parenting Roundabout podcast. the contents by NLM or the National Institutes of Health. Petticrew M. Developing and evaluating complex interventions: the new Medical Research Council guidance, Chapter 9: Analysing data and undertaking metaanalyses. We will use endpoint scores (or 'postintervention', 'Time 2' or 'T2' scores) as our preferred treatment effect measure. peer intervention versus general stimulation. In addition, we will assess heterogeneity through visual inspection of forest plots (considering the magnitude of direction and effect) and the I statistic (Higgins 2003). The Cochrane Collaboration, 2011, Chapter 7:Selecting studies and collecting data. Kovas Y, Studies with alternative intervention comparison groups are often very different in terms of the treatment received. James Law (JL) is an author on one included study (Law 1999) and one excluded study in the previous version of this review (Kot 1995), and has published a nonCochrane review in this area (Law 1997). 7 (language adj5 impair$).tw,kf. 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. Unclear risk of bias: it is unclear whether there were differences between groups or this information was not available from study authors. Jane A Dennis (JAD) is the Feedback Editor for CDPLP. sharing sensitive information, make sure youre on a federal Gulliford MC, 26 ("Active Listening for Active Learning" or "Broad Target Recast" or "Core Vocabulary" or "Cycles Approach" or "Cycles for Phonology" or Earobics or "Electropalatography" or "Fast ForWord " or "Focussed Auditory Stimulation" or "Gillon Phonological Awareness Programme" or "Hanen" or "Lets Learn Language" or "Lexicon Pirate" or "Lidcombe Programme" or "Linking Language" or "LINKS" or "Little Talkers" or "Makaton" or " Maximal Oppositions" or "Meaningful minimal contrast therapy " or "MMCT" or "Milieu Teaching" or "Milieu Therapy" or "Morphosyntactic" or "Multiple Opposition Therapy").tw,kf. Moher D, Bradbury B, Walker M, 2023 Dotdash Media, Inc. All rights reserved, Verywell Family uses only high-quality sources, including peer-reviewed studies, to support the facts within our articles. Tomblin JB, We will use these primary and secondary outcomes to populate the 'Summary of findings' table. Each alternative intervention comparison would need to be reported separately. government site. Author and date of paper/publication/thesis: Country (try to include state/province or city, or both, as well): Number of participants at randomisation and at completion: Study mix, for example, socioeconomic status (SES): Length of followup (note assessment points): All outcomes measured (include scale information): Outcomes used within this review / chosen for comparison: Results (use table below, state followup point from which data are taken), Expand / copy as necessary do one per outcome, per time point. Dimensions of individual differences in communication skills among primary grade children, Developmental Language Disorders: From Phenoypes to Etiologies. In addition, interventions in both cases share commonalities; for example, focusing on various elements of the language system and common underlying processes such as attention and listening. If your child Minder C. Bias in metaanalysis detected by a simple, graphical test. 1997- American Speech-Language-Hearing Association. Baird G, You may also choose to get speech therapy outside of school. Norbury CF, Most children develop speech and language skills within a specific age range. We will make every effort to contact the original investigators of included studies to gather information missing in the written reports. There remain questions as to the nature of the role of environmental factors, whether distal (for example, socioeconomic status and maternal education) or proximal (for example, parentchild and peerpeer interaction and relationships) as causes of primary disorder, or whether these are factors affecting outcomes (mediators). ), narrative skills (the ability to relate a sequence of ideas), and pragmatic language (the ability to understand the intended meaning of others and to communicate effectively in conversation (Adams 2012)). We will include therapy interventions designed to improve an area of speech and/or language functioning concerning either expressive and receptive phonology (production and understanding of speech sounds, including recognising and discriminating between speech sounds and awareness of speech sounds, for example, rhyming and alliteration), expressive or receptive vocabulary (production or understanding of words), expressive or receptive syntax (production or understanding of sentences and grammar), or pragmatic language. Torgerson D, Design and methods (including information necessary to complete 'Risk of bias' tables as per the. (** Check whether endpoint or change data have been used), ____________________________________________________ 'Risk of bias' judgements provide quotation and page number, then judgement. Latham C. A followup study of a language intervention programme. Although some children have either a primary speech disorder but not a language disorder, or vice versa, these disorders commonly overlap. 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. Interventions for children with speech and/or language disorders may be carried out directly or indirectly, and in a range of settings, such as the home, healthcare service provision, early years setting (nursery/school), school or private practices, by the specialist professionals themselves or through proxies such as parents, teachers or teaching assistants. Weismer SE. You do not have JavaScript Enabled on this browser. Some kids need help with multiple facets of speech, language, and swallowing. Methods for evaluating areawide and organisationbased interventions in health and health care: a systematic review, Ward Infant Language Screening Test Assessment. In such cases, we plan to calculate odds ratios (ORs) with 95% confidence intervals (CIs). WebSpeech and Sound Disorders Spinal Muscle Atrophy Stuttering Toe Walking Tongue Thrust Torticollis Tourette's Syndrome Velopharyngeal Dysfunction Visual We provide forward thinking, Moher D, When studies have used the same continuous outcome measure we will calculate mean differences (MDs) with 95% CIs. Studies in which dropout is high (30%), or differently distributed between groups within the study, or both. Bishop DVM, Background cut down, response to comments completed throughout, new section on how the intervention might work, New citation required and conclusions have changed. 8 dysglossia.tw,kf. An increased use of computerised intervention packages, and most recently 'apps' (short for computerised 'application'), in education. Speech therapy also addresses the mechanics of producing words, such as articulation, pitch, fluency, and volume. Specific Language Impairment Consortium (SLIC). Fourteenyear followup of children with and without speech/language impairments: speech/language stability and outcomes, Getting started in evidencebased practice for childhood speechlanguage disorders, American Journal of SpeechLanguage Pathology, Re: Law, Garrett, and Nye (2004a). Outcome measures and associated outcome data, paying particular attention to modifications to scales, identity of assessor and timing of measurement. Low risk of bias: researchers and participants were unaware of future allocation to treatment conditions. It may be that the amount of intervention is key to an intervention's success; however, variability between interventions and outcomes means it is difficult to make recommendations about optimal dosage (Zeng 2012). Speech and language therapy interventions for children with For mechanics, this might involve exercises to strengthen the tongue and lips, such as blowing on whistles or licking up Cheerios. 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). Speech therapy: For adults, kids, and how it works - Medical News 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. for the CONSORT Group. Guest Services: 801.662.6556. Hulme C. A systematic metaanalytic review of evidence for the effectiveness of the Fast ForWord language intervention program. In addition, we will search The Communication Trust's What Works database of interventions (thecommunicationtrust.org.uk/whatworks). Languageimpaired preschoolers: a followup into adolescence. These emphasise the child making judgements based on their underlying linguistic knowledge, and often use other, readily recognisable supports (that is, colour and shape).

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