Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 102-139 |
| Number of pages | 38 |
| Journal | Language, Speech, and Hearing Services in Schools |
| Volume | 14 |
| Publication status | Published - 2011 |
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Evidence-based practice for children with speech sound disorders : Part 1 narrative review. / Baker, E.; McLeod, Sharynne.
In: Language, Speech, and Hearing Services in Schools, Vol. 14, 2011, p. 102-139.Research output: Contribution to journal › Article
TY - JOUR
T1 - Evidence-based practice for children with speech sound disorders
T2 - Part 1 narrative review
AU - Baker, E.
AU - McLeod, Sharynne
N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Language Speech and Hearing Services in Schools. ISSNs: 0161-1461;
PY - 2011
Y1 - 2011
N2 - Purpose: This article provides a comprehensive narrative review of intervention studies for children with speech sound disorders (SSD). Its companion paper (Baker & McLeod, 2011) provides a tutorial and clinical example of how speech-language pathologists (SLPs) can engage in evidence-based practice (EBP) for this clinical population. Method: Studies reporting speech sound intervention for children with SSDs published from 1979 to 2009 were identified and coded. Results: One hundred thirty-four intervention studies were identified. Intervention typically was conducted by an SLP in a one-to-one individual format for 30- to 60-min sessions 2 to 3 times per week. Total duration of intervention (from assessment to discharge) was reported for 10 studies and ranged from 3 to 46 months. Most studies were either Level IIb (quasi-experimental studies, 41.5%) or Level III (nonexperimental case studies, 32.6%). Single-case experimental design (29.6%) was the most frequently used experimental research design. There were 7 distinct approaches to target selection and 46 distinct intervention approaches, with 23 described in more than 1 publication. Each approach was associated with varying quantities and levels of evidence, according to research design. Conclusion: Collaborative research reflecting higher levels of evidence using rigorous experimental designs is needed to compare the relative benefits of different intervention approaches.
AB - Purpose: This article provides a comprehensive narrative review of intervention studies for children with speech sound disorders (SSD). Its companion paper (Baker & McLeod, 2011) provides a tutorial and clinical example of how speech-language pathologists (SLPs) can engage in evidence-based practice (EBP) for this clinical population. Method: Studies reporting speech sound intervention for children with SSDs published from 1979 to 2009 were identified and coded. Results: One hundred thirty-four intervention studies were identified. Intervention typically was conducted by an SLP in a one-to-one individual format for 30- to 60-min sessions 2 to 3 times per week. Total duration of intervention (from assessment to discharge) was reported for 10 studies and ranged from 3 to 46 months. Most studies were either Level IIb (quasi-experimental studies, 41.5%) or Level III (nonexperimental case studies, 32.6%). Single-case experimental design (29.6%) was the most frequently used experimental research design. There were 7 distinct approaches to target selection and 46 distinct intervention approaches, with 23 described in more than 1 publication. Each approach was associated with varying quantities and levels of evidence, according to research design. Conclusion: Collaborative research reflecting higher levels of evidence using rigorous experimental designs is needed to compare the relative benefits of different intervention approaches.
KW - Children
KW - Evidence-based practice
KW - Intervention
KW - Phonology
KW - Speech
KW - Speech sound disorders
M3 - Article
VL - 14
SP - 102
EP - 139
JO - Language, Speech and Hearing Services in Schools
JF - Language, Speech and Hearing Services in Schools
SN - 0161-1461
ER -