University of Minnesota, Twin Cities, Minneapolis.
Waisman Center, University of Wisconsin-Madison.
J Speech Lang Hear Res. 2022 Aug 17;65(8):3004-3055. doi: 10.1044/2022_JSLHR-21-00543. Epub 2022 Jul 19.
Caregiver-implemented interventions are frequently used to support the early communication of young children with language impairment. Although there are numerous studies and meta-analyses supporting their use, there is a need to better understand the intervention approaches and identify potential gaps in the research base. With that premise, we conducted a scoping review to synthesize existing data with an end goal of informing future research directions.
We identified relevant studies by comprehensively searching four databases. After deduplication, we screened 5,703 studies. We required included studies ( = 59) to evaluate caregiver-implemented communication interventions and include at least one caregiver communication outcome measure. We extracted information related to the (a) study, child, and caregiver characteristics; (b) intervention components (e.g., strategies taught, delivery method and format, and dosage); and (c) caregiver and child outcome measures (e.g., type, quality, and level of evidence).
We synthesized results by age group of the child participants. There were no studies with children in the prenatal through 11-month-old age range identified in our review that yielded a caregiver language outcome measure with promising or compelling evidence. For the 12- through 23-month group, there were seven studies, which included eight communication intervention groups; for the 24- through 35-month group, there were 21 studies, which included 26 intervention groups; and for the 36- through 48-month group, there were 21 studies, which included 23 intervention groups. Across studies and age groups, there was considerable variability in the reporting of study characteristics, intervention approaches, and outcome measures.
Our scoping review highlights important research gaps and inconsistencies in study reporting that should be addressed in future investigations.
护理人员实施的干预措施常用于支持语言障碍儿童的早期沟通。尽管有大量的研究和荟萃分析支持其使用，但仍需要更好地了解干预方法，并确定研究基础中的潜在差距。基于这一前提，我们进行了范围综述，以综合现有数据，最终目的是为未来的研究方向提供信息。
我们通过全面搜索四个数据库来确定相关研究。在去重后，我们筛选了 5703 篇研究。我们要求纳入的研究（n=59）评估护理人员实施的沟通干预措施，并至少包含一项护理人员沟通结果测量。我们提取了与（a）研究、儿童和护理人员特征；（b）干预成分（例如，教授的策略、传递方法和形式、以及剂量）；和（c）护理人员和儿童结果测量（例如，类型、质量和证据水平）相关的信息。
我们按儿童参与者的年龄组对结果进行了综合。我们的综述没有发现具有潜在或引人注目的证据的产前至 11 个月大的儿童的研究，这些研究产生了与护理人员语言结果相关的测量结果。对于 12 至 23 个月组，有 7 项研究，包括 8 个沟通干预组；对于 24 至 35 个月组，有 21 项研究，包括 26 个干预组；对于 36 至 48 个月组，有 21 项研究，包括 23 个干预组。在不同的研究和年龄组中，研究特征、干预方法和结果测量的报告存在相当大的差异。
我们的范围综述强调了未来研究中应解决的重要研究差距和报告不一致的问题。
