Modification of speech and language therapy interventions for preschool children with primary Speech and Language Impairment

TitleModification of speech and language therapy interventions for preschool children with primary Speech and Language Impairment
Publication TypeConference Proceedings
Year of Conference2013
AuthorsLewis, E, Morgan, L, Marshall, J, Ward, J, Roulstone, S
Conference NameChild Language Seminar
Date Published06/2013
Conference LocationThe University of Manchester
Abstract

Systematic reviews of interventions for children with primary speech and language impairment (PSLI) show evidence of positive results, particularly for children with expressive vocabulary and phonological impairments. However the intervention programmes used in common practice are not always those with research evidence; furthermore there is evidence that therapists adapt and combine interventions although there is a lack of detailed understanding of why, when and how SLTs adapt interventions.
This paper presents the results of a survey study to identify interventions that speech and language therapists in England commonly use with preschool children with PSLI and to examine factors that lead to the modification of those interventions.
Two on-line surveys were disseminated through Special Interest Group leads, snowballing and the Royal College of Speech and Language Therapists media and networks. In the first survey therapists were asked which interventions they use with preschool children with PSLI, and which factors might lead to these interventions being modified and how. In the second survey, therapists were posed similar questions but asked to provide responses in relation to a specific child with whom they had worked.
191 speech and language therapists responded to the first survey, and 169 to the second survey. The most popular interventions included: auditory discrimination activities, activities using information carrying words and vocabulary activities. The most commonly reported factors that led therapists to adapt their interventions included the severity of the child’s disorder, the child’s interest and level of self awareness and parental understanding. The presentation will provide further details of the analysis of association between adaptations made, the nature of the child’s impairments and cultural factors in the child’s background.
The discussion will consider the implications of the adaptations made for the delivery of evidence-based interventions.