Evidence-based practice for children with speech sound disorders: Part 1 narrative review

E. Baker, Sharynne McLeod

Research output: Contribution to journalArticle

74 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)102-139
Number of pages38
JournalLanguage, Speech, and Hearing Services in Schools
Volume14
Publication statusPublished - 2011

Fingerprint

Evidence-Based Practice
Research Design
narrative
evidence
Language
Silver Sulfadiazine
research planning
Phonetics
Publications
language
Speech Sound Disorder
Evidence-based Practice
Speech Sound Disorders
Research
Population
Pathologists

Cite this

@article{951f5fcdfddb4f52ae4d1c63dac34eeb,
title = "Evidence-based practice for children with speech sound disorders: Part 1 narrative review",
abstract = "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.",
keywords = "Children, Evidence-based practice, Intervention, Phonology, Speech, Speech sound disorders",
author = "E. Baker and Sharynne McLeod",
note = "Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Language Speech and Hearing Services in Schools. ISSNs: 0161-1461;",
year = "2011",
language = "English",
volume = "14",
pages = "102--139",
journal = "Language, Speech and Hearing Services in Schools",
issn = "0161-1461",
publisher = "American Speech-Language-Hearing Association (ASHA)",

}

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 -