Department of Language and Communication Science, City University of London, London, UK
Children's Speech and Language Therapy, Sussex Community NHS Foundation Trust, Brighton, UK.
BMJ Open. 2024 Aug 28;14(8):e081571. doi: 10.1136/bmjopen-2023-081571.
To descriptively compare and contrast intervention techniques for preschool children with features of developmental language disorder (outcome: oral vocabulary) and speech sound disorder (outcome: speech comprehensibility) and analyse them in relation to effectiveness and theory.
This is a systematic review with narrative synthesis. The process was supported by an expert steering group consisting of relevant professionals and people with lived experience.
Ovid Emcare, MEDLINE Complete, CINAHL, APA PsycINFO, ERIC, and Communication Source from January 2012 were searched. Relevant studies were obtained from an initial published review (up to January 2012).
Interventions for preschool children (80% aged 2:0-5:11 years) with idiopathic speech or language needs; outcomes relating to either oral vocabulary or speech comprehensibility.
Searches were conducted on 27 January 2023. Two independent researchers screened at abstract and full-text levels. Data regarding intervention content (eg, techniques) and format/delivery (eg, dosage, location) were extracted. Data were synthesised narratively according to the methods of Campbell .
24 studies were included: 18 for oral vocabulary and 6 for speech comprehensibility. There were 11 randomised controlled trials, 2 cohort studies and 11 case series. Similarities included a focus on input-related techniques and similar therapy activities. Speech studies were more likely to be professional-led and clinic-led, rather than at home and through a parent. Analysis was restricted by heterogeneity in study design and terminology, as well as gaps within intervention reporting. Information deemed important to the expert steering group was missing.
Similarities and differences between intervention techniques for oral vocabulary and speech comprehensibility have been identified and synthesised. However, analysis of effectiveness was limited due to issues with study design and heterogeneity within studies. This has implications for the progression of the evidence base within the field.
CRD42022373931.
描述性比较和对比具有发育性语言障碍（结果：口语词汇）和言语障碍（结果：言语可理解性）特征的学龄前儿童的干预技术，并根据有效性和理论对其进行分析。
这是一项系统评价，采用叙述性综合方法。该过程得到了一个由相关专业人员和有生活经验的人组成的专家指导小组的支持。
Ovid Emcare、MEDLINE Complete、CINAHL、APA PsycINFO、ERIC 和 Communication Source 从 2012 年 1 月开始搜索。从最初的已发表综述（截至 2012 年 1 月）中获得了相关研究。
针对有特发性言语或语言需求的学龄前儿童（80%年龄为 2:0-5:11 岁）的干预措施；与口语词汇或言语可理解性相关的结果。
于 2023 年 1 月 27 日进行搜索。两名独立研究人员对摘要和全文进行筛选。提取干预内容（例如，技术）和格式/交付（例如，剂量、地点）的数据。根据 Campbell 的方法进行叙述性综合。
共纳入 24 项研究：18 项用于口语词汇，6 项用于言语可理解性。其中 11 项为随机对照试验，2 项为队列研究，11 项为病例系列研究。相似之处包括关注输入相关技术和类似的治疗活动。言语研究更有可能由专业人员和诊所领导，而不是在家中和通过父母领导。分析受到研究设计和术语的异质性以及干预报告中的空白的限制。对专家指导小组很重要的信息缺失。
已经确定并综合了口语词汇和言语可理解性的干预技术之间的异同。然而，由于研究设计和研究内异质性的问题，对有效性的分析受到限制。这对该领域证据基础的发展有影响。
PROSPERO 注册号：CRD42022373931。
