Although some children have either a primary speech disorder but not a language disorder, or vice versa, these disorders commonly overlap. Unclear risk of bias: it is not clear whether all data collected by study authors were reported. WebThe primary focus of speech and language therapy is to allow children to communicate to the best of their abilities. We will make a concerted effort to identify unpublished RCTs in the field of interventions for speech and/or language disorders in order to establish whether there is publication bias. The search strategy for MEDLINE is in Appendix 1. Behavioral Health | Intermountain Home Johnson CL, Studies in which dropout is high (30%), or differently distributed between groups within the study, or both. Menna R, : {"type":"entrez-nucleotide","attrs":{"text":"CD004110","term_id":"30320848"}}CD004110. Outcome measures and associated outcome data, paying particular attention to modifications to scales, identity of assessor and timing of measurement. This depends on which 13 rhinolalia.tw,kf. While clinical guidelines to direct practice in speech and language therapy do exist (RCSLT 2005; Johnson 2006), there remains little in the way of specific guidance on what type of intervention to offer children with primary speech and language impairment. In addition, we will exclude studies that focus on bilingual or multilingual children as a feature of the study, and studies in which training of literacy skills is the primary focus of the study. 10 Aphasia.tw,kf. Deeks JJ, Fey ME, 14 (mute or mutism).tw,kf. Torgerson CJ, Children with primary speech and/or language disorders can also have longterm difficulties that persist to adolescence and beyond (Rescorla 1990; Haynes 1991; Johnson 1999), with some 30% to 60% experiencing continuing problems in reading and spelling, and with early difficulties predicting adult outcomes in literacy, mental health and employability (Law 2009a). Curtiss S. Chapter 10. It is assumed that the process of making a judgement increases the child's chances of modifying their language and/or speech performance. The Cochrane Collaboration, 2011. Panoscha R. Evidence synthesis, number 41. WebPrimary Children's Hospital is a not-for-profit, free-standing children's hospital providing quality healthcare for children with complex illnesses and injuries from across the United Please enable it in order to use the full functionality of our website. et al. 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. WebUtah Pediatric Speech. Art. We will modify this search strategy, as appropriate, for all other databases and report these additional search strategies in an Appendix in the full review. Low risk of bias: there are no dropouts/exclusions; there are some missing data but the reasons for missing data are unlikely to be related to the true outcome; or missing data are balanced in proportion across intervention groups, with similar reasons for missing data across groups. Treatment goals vary considerably depending on the perceived difficulty that the child is experiencing. The school SLP facilitates identification, evaluation and remediation of a disability in the following communication areas: Articulation Disorders characterized by As the child gets older the emphasis of interventions shifts towards a more functional approach, whereby children are taught skills that are most useful for them at that moment. Dejmal AE, level of assessment (impairment cutoff points). Speech and Language Pathology | Provo City School District 8 dysglossia.tw,kf. 1997- American Speech-Language-Hearing Association. There is little consensus on the aetiology of primary speech and/or language disorders but there is evidence of a number of associated risk factors, including medical difficulties (for example, being born small for gestational age), and motor skill deficits (Hill 2001). WebBackground: The Child Talk study aimed to develop an evidence-based framework to support the decision-making of speech and language therapists (SLTs) as they design Speech-language pathologists, or SLPs, can help your child. for the PRISMA Group. Therefore, in both research and intervention, it is difficult to tease speech and language disorders apart. Roulstone S. Application of systematic reviews in speechandlanguage therapy, International Journal Language & Communication Disorders, The effects of vocabulary intervention on young childrens word learning: a metaanalysis, Treatment of Language Disorders in Children, The effectiveness of early intervention for children with communication disorders. The interface between ADHD and language impairment: an examination of language, achievement and cognitive processing, Social difficulties and victimization in children with SLI at 11 years of age, Journal of Speech, Language and Hearing Research. Therapy activities are tailored to the individual child, using play See Subgroup analysis and investigation of heterogeneity. 43 controlled clinical trial.pt. There has been an ongoing discussion as to whether the child's auditory skills are the key underlying problem or whether the breakdown is primarily linguistic in nature (Bishop 2005), and there is individual variability in auditory processing skills, which must be recognised prior to intervention delivery in order to personalise intervention to individual strengths and weaknesses. Care has to be taken in adopting specific programmes to retain the recommended dosage, and to not assume that reducing the amount of intervention for pragmatic, costrelated reasons is likely to lead to the same effects. Some examples include the Clinical Evaluation of Language Fundamentals (CELF, Semel 1995), within which both language and phonology are measured, the New Reynell Developmental Language Scales (NRDLS, Edwards 2011) and the Children's Communication Checklist (CCC, Bishop 2003), which both measure language but not phonology, and the Diagnostic Evaluation of Articulation and Phonology (DEAP, Dodd 2006), which measures speech and phonology. If outcome scales differ, we will present change score data separately, as combining data using SMD is unfeasible. Members: 800-498-2071 We will check that adequate adjustments for clustering were made for estimates of treatment effects. McBean K, Speech-language therapy is the treatment for most kids with speech and/or language disorders. Studies with alternative intervention comparison groups are often very different in terms of the treatment received. We will make every effort to contact the original investigators of included studies to gather information missing in the written reports. Pediatric Speech and Language Therapy | MedStar Health Screening for speech and language delay in preschool children. Cochrane Database of Systematic Reviews 2003, Issue 3. You may also choose to get speech therapy outside of school. Catts H, 25 ((grammar or grammatical) adj5 (facilitation or intervention$ or program$ or teach$ or therap$ or train$)).tw,kf. There is a strong case for retaining the focus on interventions that include a broad range of language functions across childhood, to act as a benchmark in the field, although care needs to be taken to test for compatibility. Speech and language therapy interventions for children with 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 Background cut down, response to comments completed throughout, new section on how the intervention might work, New citation required and conclusions have changed. The presentation of primary speech and/or language disorders can vary considerably between individuals in terms of severity, pattern of impairment and degree of comorbidity (Bishop 1997). Ozanne A. We will explore heterogeneity by conducting subgroup analyses in RevMan 2014. WebSpeech therapists provide services such as: augmentative and alternative communication (AAC) (help for children who need other ways to communicate) development of oral "The Efficacy of Treatment for Children With DevelopmentalSpeech and Language Delay/Disorder: A MetaAnalysis", Intervention with preschool children with specific language impairments: a comparison of two different approaches to treatment. Latterly, we wish to thank Joanne Wilson, Margaret Anderson and Gemma McLoughlin of Cochrane Developmental, Psychosocial and Learning Problems (CDPLP). There are also examples where interventions are delivered through peers in school. Baird G, The site is secure. We will not conduct any imputation of our own. Bethesda, MD 20894, Web Policies Beitchman JH, If we are unable to conduct a metaanalysis, we will carry out a narrative review of data. U.S. Department of Education. We will consider values between 50% and 90% to represent substantial heterogeneity. Raleigh Primary Pediatric Speech Therapy-Customized Speech Law J, The https:// ensures that you are connecting to the We plan to conduct subgroup analyses to explore the impact of the study characteristics listed below on the results. Harris F, An increased use of computerised intervention packages, and most recently 'apps' (short for computerised 'application'), in education. How Many Words Should My Child Be Saying? The review will focus on comparisons between active interventions and controls. When children need speech therapy, it often involvespursuing milestones that have been delayed. Freed J, Devereaux PJ, We will also exclude from the review studies that include infants or babies. WebPrimary Childrens is a national leader in pediatric rehabilitation medicine, and we provide comprehensive inpatient and outpatient rehabilitation services for children with a In some cases these are recorded; in others, it is unclear whether children experience such difficulties or not. Tomblin JB, Oliver B, This may be especially true for aspects of grammar and phonological development, where the specialist skills of the speech and language therapist/pathologists are likely to be of paramount importance. 16 "semanticpragmatic disorder".tw,kf. 8600 Rockville Pike In other instances, especially in schools, interventions may be delivered on a daily basis over a longer period. Academic outcomes of language impaired children, Dyslexia: Biology, Cognition and Intervention, Epidemiology of specific language impairment: prenatal and perinatal risk factors. .Common types of speech therapy services children need include: Speech therapy for toddlers who are delayed in Horodezjy NB, Our website is not intended to be a substitute for professional medical advice, diagnosis, or treatment. Neither participants nor treatment providers (therapists) can be kept blind to the intervention condition in studies of this nature, and the resultant risk of bias will be recorded as high: assessors were not blind to treatment condition for these component groups for this domain. High risk of bias: assessors were not blind to the outcome assessment. Most children develop speech and language skills within a specific age range. Montori V, For example, all parentchild interventions targeting and measuring expressive language may be combined. 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. A move towards metacognitive or metalinguistic interventions, especially for older children and often with a view to enhancing comprehension. Two systematic reviews (Nye 1987; Law 1998) were published prior to the publication of the first Cochrane review in the field (Law 2003a). Boyle J, If this is not available or we receive no response, we will use external estimates obtained from studies that provide the best match on outcome measures and types of clusters from existing databases of ICCs (Ukoumunne 1999), or other studies within the review. Moher D, Hulme C. A systematic metaanalytic review of evidence for the effectiveness of the Fast ForWord language intervention program. American Speech-Language-Hearing Association Altman DG, Stothard SE, The rationale is that the context in which children learn language is critical for their outcomes and that maximising the most appropriate sort of intervention in the right environment is more likely to be effective in the long run than very specific intervention led solely by an adult 'expert'. An official website of the United States government. Crosbie S, Cochrane Handbook for Systematic Reviews of Interventions Version 5.1.0 (updated March 2011). These data may be binary or continuous. Sterne JA, Acceleration Remediation Manual and Assessment, Differential treatment intensity research: a missing link to creating optimally effective communication interventions, Mental Retardation and Developmental Disabilities Research Reviews, Treatment of primary language disorders in early childhood: evidence of efficacy, An exploratory study of the interaction between language teaching methods and child characteristics, Characterizing optimal intervention intensity: the relationship between dosage and effect size in interventions for children with developmental speech and language difficulties, International Journal of SpeechLanguage Pathology, Speech and language therapy interventions for children with primary speech and language delay or disorder, Speech and language therapy interventions for children with primary speech and language delay or disorder [Protocol], The Cochrane Database of Systematic Reviews, Criteria for considering studies for this review, Subgroup analysis and investigation of heterogeneity. 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). Parents are often actively engaged in delivering interventions to younger children but tend to be less actively involved in the administration of the intervention as the child gets older. There is increasing evidence of genetic underpinnings of speech and/or language disorders (SLI Consortium 2004; Bishop 2006); the links appear to be stronger for expressive language difficulties than receptive language difficulties (Kovas 2005). Low risk of bias: researchers and participants were unaware of future allocation to treatment conditions. 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. Adults may need speech therapy after a stroke or traumatic accident, stroke, brain injury, or surgery that changes their ability to use language or their ability to swallow. Kaplan CA. A Guide to the Individualized Education Program. Low risk of bias: assessors were blind to the outcome assessment. Office base and support for the review to be carried out during office hours. An array of different alternative interventions, where there is rarely more than one version of any given alternative, make it difficult to report outcomes in a coherent fashion. Boyle J, Egger M, We will use these primary and secondary outcomes to populate the 'Summary of findings' table. As regards the current review, the majority of these affected areas may be categorised as a 'language' outcome, with 'phonology' categorised as a separate outcome. Make sure you understand everything about your child's speech evaluation and recommended therapy before signing an IEP. Professor James Law has overall responsibility for this review. Holm A, Chapter 8:Assessing risk of bias in included studies. Royal College of Speech and Language Therapists. High risk of bias: the authors did not use any of the above methods. Interventions, especially those for younger children, often involve the child's parents or caregivers. Learn Inclusion in an NLM database does not imply endorsement of, or agreement with, Items to correspond with trial investigators about? At the level of disability, for example, improvement in intelligibility or consonant improvement in speech? Nazareth I, Interventions (setting, focus, method of delivery and duration). Corak M, Diagnostic Evaluation of Articulation and Phonology (DEAP), The estimation of interclass correlation in the analysis of family data, Diagnostic and Statistical Manual of Mental Disorders, Effectiveness of intervention for grammar in schoolaged children with primary language impairments: a review of the evidence, The New Reynell Developmental Language Scales. What kind of speech therapy you These conditions may be cognitive therapy or general play sessions that do not focus on the area of interest in the study. 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). WebRaleigh Primary Pediatric Speech Therapy believes in helping children excel by providing quality, expert, and individualized care. If we identify clusterRCTs, we will adhere to the guidance on statistical methods for managing data from clusterRCTs provided in the Cochrane Handbook for Systematic Reviews of Interventions (section 16.3, Higgins 2011b). 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. Gaile J, A child who takes longer to learn a skill may have a problem. Children whose difficulties arise from stuttering or whose difficulties are described as learned misarticulations (for example, lateral /s/ (lisp) or labialised /r/ (rhotic r)) will also be excluded from this review. In: Higgins JPT, Green S, editor(s). 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. older children (12 years of age and above). Some children only need help with language, while others have the most problems with the mechanics of speech. Im N, Barwick M, How Speech Therapy Can Help Your Child - Verywell Family We will consider the criteria below. 24 language training.tw,kf. Many states require licensure to practice in school districts. We will not limit our search by language, date of publication or publication status, and will seek translations where necessary. 17 or/116 18 speech therapy/ 19 language therapy/ 20 myofunctional therapy/ 21 (speech adj5 (patholog$ or screen$ or therap$)).tw,kf. Nygren P, Cluster randomisation reduces the risk of contamination across those delivering the intervention. Health Care Providers: Speech Therapists (for Parents) - Primary A number have followed it, covering specific subpopulations or practice contexts; for example, interventions for preschool children only (Schooling 2010), educational contexts (Cirrin 2008), receptive language impairments (Boyle 2010), parentchild interaction (Roberts 2011), grammatical development (Ebbels 2013), computerised interventions (Strong 2011), late talkers (Cable 2010), language or literacy (Reese 2010), and vocabulary learning in typically developing children (Marulis 2010). Similarly, different measures of speech and language are used to identify children for inclusion in studies and to measure outcomes. Zhang X, DOI: 10.1002/14651858.CD004110 (Law 2003a). Technical Report, Chapter 13. Find out more about child speech and language. We will combine the estimates and corrected standard errors from clusterRCTs with those from parallel designs using the inverse variance method in RevMan 2014. Torgerson D, 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. You do not have JavaScript Enabled on this browser. Different criteria are applied to children entering studies, sometimes making comparability across studies difficult. Holt KS, ), 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)). Dale PS, Mondays from 8:30 am to Intervention studies in this area commonly report more than one outcome (reflected in a range of different measures and measures that assess different areas of speech and language) and it may not always be explicit whether such outcomes are primary or secondary. When studies have used the same continuous outcome measure we will calculate mean differences (MDs) with 95% CIs. Studies that have been identified by mutual consent will be included in the review. At least two review authors (JL, JAD and JJVC) will independently assess the risk of bias within each included study according to the Cochrane Handbook for Systematic Reviews of Interventions (Higgins 2011a). Within the child's most common contexts for learning, the classroom and the home environment, information is often presented visually (NCLD 1999). We will assess clinical and methodological heterogeneity by metaregression, using subgroups to explore how categorical study characteristics are associated with the intervention effects in the metaanalysis. 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. We will use formal standardised tests, criterionreferenced tests, parent reports and language samples. 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.
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