EBP Compendium: Summary of Systematic Review
Classroom-Based Versus Pull-out Interventions: A Review of the Experimental Evidence
McGinty, A. S., & Justice, L. M.
EBP Briefs, 1, 1-14.
Indicators of Review Quality:
The review addresses a clearly focused question
Criteria for inclusion of studies are provided
Search strategy is described in sufficient detail for replication
Included studies are assessed for study quality
Quality assessments are reproducible
Description: This is a systematic review of studies featuring randomized clinical trials, quasi-experimental designs, or regression discontinuity designs investigating speech and language outcomes for children receiving classroom-based intervention as compared to pull-out intervention.
Would a preschool or early-elementary child with language impairment show greater improvement with classroom-based language intervention or pull-out intervention, as shown by improvements in language skills in the areas of phonology, morphology/syntax, pragmatics, and/or vocabulary?
Population: Children between 2 and 8 years of age with a primary language impairment: receptive and/or expressive impairment in phonology, vocabulary, syntax/morphology, and/or pragmatics.
- Classroom-based, collaborative team-teaching of receptive and/or expressive language skills
- Classroom-based, non-collaborative teaching of receptive and/or expressive language skills
Number of Studies Included: 3
Years Included: Not stated
"The fact that only three studies were able to meet design-based evidence standards for inclusion in this review highlights the dearth of evidence regarding various service delivery models, and the lack of a clear effect for classroom-based over pull-out intervention in one of the three studies suggests the need for future, rigorous evaluations of classroom-based models of therapy for more conclusive answers" (p. 12).
Keywords: Language Disorders, Specific Language Impairment, Service Delivery Models
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Added to Compendium: December 2011