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Advisor(s)
Abstract(s)
Background: Phonological difficulties are prevalent in children with speech
and/or language disorders and may hamper their later language outcomes and
academic achievements. These children often form a significant proportion of
speech and language therapists’ caseloads. There is a shortage of information on
evidence-based interventions for improving phonological skills in children and
adolescents with speech and language disorder.
Aims: The aim of this systematic literature review and meta-analysis was to systematically examine the effects of different intervention approaches on speech
production accuracy and phonological representation skills in children with
speech and language disorders.
Methods: A preregistered systematic review (International Prospective Register of Systematic Reviews ID: CRD42017076075) adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was completed.
Seven electronic databases (PubMed, Web of Science, ERIC, PsychINFO,
Cochrane Library, SCOPUS and Linguistics & Language Behavior Abstracts)
were searched for studies related to oral language interventions with children
with developmental speech and/or language disorder (mean age ranging from 3–
18 years) published between January 2006 and August 2022. The included articles
reported intervention studies with a group design in which speech production
accuracy was the outcome measure. Studies were appraised using the Cochrane
risk of bias tool, and individual effect sizes were calculated using standardised
means differences when enough data was available. A meta-analysis was conducted obtaining the average standardised mean difference d. Heterogeneity,
influence of possible moderator variables and publication bias were explored.
Results: The 23 studies that met the inclusion criteria presented low-medium
risk of bias. Nine effect sizes were obtained from seven of these studies that presented a pre-post-test with a control group design. Medium-high average effect
sizes were found in phonological accuracy. Heterogeneity was found between
individual effect sizes. Significant moderator variables and publication bias were
not detected.
Conclusions: The results of this meta-analysis indicate positive effects on
speech production accuracy. Based on this review, further improvements in the
quality of reporting for intervention research are required in developing the
evidence base for practice.
Description
Keywords
Intervention Language disorder Meta-analysis Phonology Speech disorder Systematic review
Citation
Kunnari, S., Sanduvete-Chaves, S., Chacon-Moscoso, S., Alves, D. C., Ozbič, M., Petinou, K., Tolonen, A. K., Zajdó, K., Frizelle, P., Murphy, C. A., Saldana, D., & Laasonen, M. (2024). Intervention studies with group design targeting expressive phonology for children with developmental speech and language disorder: A systematic review and meta-analysis. International journal of language & communication disorders, 59(6), 2686–2705.