Summary of the Systematic Review
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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National Institute for Health Research (United Kingdom)
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.
This is a systematic review of randomized controlled trials, experimental, and quasi-experimental studies investigating interventions in preschool children with speech sound disorders.
"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).
Preschool children with speech sound disorders
Speech sound disorder interventions
Number of Studies Included
26 studies within 25 articles
Inception through January 2012
Conclusions from This Systematic Review
What are Conclusions?
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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.