A systematic review of the interventions used with preschool children with primary Speech and Language Impairment

TitleA systematic review of the interventions used with preschool children with primary Speech and Language Impairment
Publication TypeConference Proceedings
Year of Conference2013
AuthorsRoulstone, S, Goldbart, J, Harding, SA, Morgan, L, Parker, N, Lewis, E, Marshall, J
Conference NameChild Language Seminar
Conference LocationUniversity of Manchester
Full Text

Child language learning is thought to be influenced by biological factors in the child and environmental factors in the context. This systematic review investigated the evidence for the interventions for children with primary speech and language impairment (PSLI) to determine what research evidence exists to support the use of specific interventions for preschool (2 – 5;11) children.
Sixteen databases including Cinahl, Embase and Medline were searched, for peer-reviewed English-language publications, between January 1980 and November 2011.  Search strings included key words pertaining to; speech, language, communication, developmental disorders, paediatric, and research design.
Fifty five thousand two hundred and seventy one publications were identified and reviewed and excluded, following Cochrane guidelines and specified inclusion/exclusion criteria, by a trained team of speech and language therapists and psychologists.  The remaining publications were then quality assessed using the PEDRO and SCED Critical Appraisal tools. Studies were then categorised according to an intervention typology developed from focus group discussion with speech and language therapists.
Two hundred and four publications met the search criteria.  Inclusion criteria for study design was broad and the included manuscripts included designs such as; ABA, Multiple Baseline, Cohort, Between Groups, RCT. A total of 17,691 children participated in these studies.
Evidence suggests that interventions including parent-child interaction therapy and early sound activities have variable effectiveness, depending on the child’s targeted needs, such as; expressive, receptive, phonological, or social communication needs. These factors will be discussed in light of their implications for care pathway design.