Summary of the Systematic Review

Article Citation

A Systematic Review and Classification of Interventions for Speech-Sound Disorder in Preschool Children

Wren, Y., Harding, S., et al. (2018).
International Journal of Language & Communication Disorders, 53(3), 446-467.
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Sponsoring Body

National Institute for Health Research (United Kingdom)

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.
  • No Quality assessments are reproducible.
  • Yes Characteristics of the included studies are provided.

Article Details

Description

This is a systematic review of randomized controlled trials, experimental, and quasi-experimental studies investigating interventions in preschool children with speech sound disorders.

Questions/Aims Addressed

"The aim of this study was to review systematically and critically appraise the strength of the evidence for interventions for SSD [speech sound disorders] in preschool children and then categorize those interventions which fulfilled the selection criteria within the model of classifications of interventions for SSD" (pp. 448-449).

Population

Preschool children with speech sound disorders

Intervention/Assessment

Speech sound disorder interventions

Number of Studies Included

26 studies within 25 articles

Years Included

Inception through January 2012


Conclusions from This Systematic Review

What are Conclusions?

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Treatment

Findings suggested evidence to support certain intervention approaches (e.g., environmental, auditory-perceptual, cognitive-linguistic, production, integrated) for preschool children with speech sound disorders. The authors indicated that more included studies supported interventions targeting imitation and drill procedures or using cognitive-linguistic approaches; however, findings indicated higher graded evidence for interventions targeting phoneme perception, combined and unspecified approaches for preschool children with speech sound disorders.

Keywords: Articulation/Phonological Disorder (Unknown Etiology), Phonemic Awareness Intervention

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