Summary of the Systematic Review

Article Citation

Evidence-Based Systematic Review: Effects of Different Service Delivery Models on Communication Outcomes for Elementary School-Age Children

Cirrin, F. M., Schooling, T. L., et al. (2010).
Language, Speech, and Hearing Services in Schools, 41(3), 233-264.
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Sponsoring Body

American Speech-Language-Hearing Association

Article Quality Ratings

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Indicators of Review Quality

  • Yes The review states a clearly focused question/aim.
  • Yes Criteria for inclusion of studies are provided.
  • Yes Search strategy described in sufficient detail for replication.
  • Yes Included studies are assessed for study quality.
  • Yes Quality assessments are reproducible.
  • Yes Characteristics of the included studies are provided.

Article Details

Description

This is a review of peer-reviewed, experimental primary studies or reviews that investigated the effect of different service delivery models on speech and language intervention outcomes for elementary school-age children with speech and language impairments.

Questions/Aims Addressed

For elementary school-age children (5–11 years), what is the influence of the speech-language pathology service delivery model on:
  1. vocabulary?
  2. functional communication?
  3. speech sound production and intelligibility?
  4. social communication?
  5. language and literacy?
  6. narrative discourse?
  7. curriculum standards?
  8. referral rates to special education?
  9. appropriate use of language facilitation techniques by parents, teachers, assistants, caregivers, etc.?
For elementary school-age children (5–11 years), what is the influence of the frequency/intensity of speech-language pathology services on:
  1. vocabulary?
  2. functional communication?
  3. speech sound production and intelligibility?
  4. social communication?
  5. language and literacy?
  6. narrative discourse?
  7. curriculum standards?

Population

Elementary school-age children 5 to 11-years-old

Intervention/Assessment

Varied service delivery models

Number of Studies Included

5

Years Included

September 2007-February 2008


Conclusions from This Systematic Review

What are Conclusions?

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Treatment

"Insufficient high quality evidence is available to support any strong conclusions about differential benefits of service delivery models used in school settings [on communication outcomes]" (p. 248).

Keywords: Setting, Format (Group/Individual/Telepractice), Articulation/Phonological Disorder (Unknown Etiology), Learning Disability, Speech and Language Disorder

Service Delivery

"Insufficient high quality evidence is available to support any strong conclusions about differential benefits of service delivery models used in school settings [on communication outcomes]" (p. 248).

Keywords: Setting, Format (Group/Individual/Telepractice), Articulation/Phonological Disorder (Unknown Etiology), Learning Disability, Speech and Language Disorder

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Treatment

"Insufficient high quality evidence is available to support any strong conclusions about differential benefits of service delivery models used in school settings [on communication outcomes]" (p. 248).

Keywords: Setting, Format (Group/Individual/Telepractice), Articulation/Phonological Disorder (Unknown Etiology), Learning Disability, Speech and Language Disorder

Service Delivery

"Insufficient high quality evidence is available to support any strong conclusions about differential benefits of service delivery models used in school settings [on communication outcomes]" (p. 248).

Keywords: Setting, Format (Group/Individual/Telepractice), Articulation/Phonological Disorder (Unknown Etiology), Learning Disability, Speech and Language Disorder

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