American Speech-Language-Hearing Association

EBP Compendium: Summary of Systematic Review


Intervention for Preschool Children with Moderate-Severe Phonological Impairment

Gillam, S. L., & Kamhi, A. G. (2007).
EBP Briefs, 1, 59-68.

Indicators of Review Quality:

The review addresses a clearly focused question Yes
Criteria for inclusion of studies are provided Yes
Search strategy is described in sufficient detail for replication No
Included studies are assessed for study quality Yes
Quality assessments are reproducible Yes

Description: This is a systematic review of meta-analyses, systematic reviews, randomized controlled trials, quasi-experimental studies, and single subject experimental designs investigating the effects of interventions for preschool children with moderate to severe phonological impairment.

Question(s) Addressed:

What intervention approaches are effective in improving articulation/phonological abilities for preschool children with moderate-severe speech phonological disorders?

Population: Preschool children who had moderate-severe phonological impairments.

Intervention/Assessment: Intervention method, technique, or approach designed to improve speech production.

Number of Studies Included: 4

Years Included: Through 2004

Findings:

Conclusions:

  • This review showed that children who receive treatment for phonological impairment make more improvements in their phonological system than children who do not receive treatment. Importantly, this treatment can take many different forms (p. 63).
  • "Selection of phonological targets that also held morphophonemic status resulted in greater improvements in phonology (and morphosyntax) than working on one domain or the other" (p. 63).

Keywords: Speech Disorders, Phonological Disorders

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Added to Compendium: January 2012

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