The Impact of Intervention Dose Form on Oral Language Outcomes for Children With Developmental Language Disorder.
Purpose: The aim of this study was to extract key learning from intervention studies in which qualitative aspects of dosage, dose form, have been examined for children with developmental language disorder (DLD)--in vocabulary, morphosyntax, and phonology domains. This research paper emerged from a p...
| Published in: | Journal of Speech, Language & Hearing Research Vol. 64; no. 8; pp. 3253 - 3289 |
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| Main Authors: | , , , , , |
| Format: | Article |
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American Speech-Language-Hearing Association
Aug2021
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=151839284&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 151839284 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Aug2021 vid: 64 iid: 8 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 151839284 10.1044/2021_JSLHR-20-00734 ppf: 3253 ppct: 36 formats: fmt: @attributes: type: P size: 1.7MB tig: atl: The Impact of Intervention Dose Form on Oral Language Outcomes for Children With Developmental Language Disorder. aug: au: Frizelle, Pauline Tolonen, Anna-Kaisa Tulip, Josie Murphy, Carol-Anne Saldana, David McKean, Cristina affil: Department of Speech and Hearing Sciences, University College Cork, Ireland Research Unit of Logopedics, Faculty of Humanities, University of Oulu, Finland Department of Speech and Language Sciences, School of Education, Communication & Language Sciences, Newcastle University, United Kingdom Faculty of Education and Health Sciences, School of Allied Health, University of Limerick, Ireland Departamento de Psicología Evolutiva y de la Educación, University of Seville, Spain su: Children with learning disabilities Task performance Language acquisition Vocabulary Phonetics Treatment of language disorders Systematic reviews Child development deviations sug: subj: Children with learning disabilities Task performance Language acquisition Vocabulary Phonetics Treatment of language disorders Systematic reviews Child development deviations ab: Purpose: The aim of this study was to extract key learning from intervention studies in which qualitative aspects of dosage, dose form, have been examined for children with developmental language disorder (DLD)--in vocabulary, morphosyntax, and phonology domains. This research paper emerged from a pair of systematic reviews, aiming to synthesize available evidence regarding qualitative and quantitative aspects of dosage. While quantitative aspects had been experimentally manipulated, the available evidence for dose form (tasks or activities within which teaching episodes are delivered) was less definitive. Despite this, the review uncovered insights of value to DLD research. Method: A preregistered systematic review (PROSPERO ID: CRD42017076663) adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was completed. Included papers were quasi-experimental, randomized controlled trial, or cohort analytic studies, published in any language between January 2006 and May 2019; oral language interventions with vocabulary, morphosyntax, or phonology outcomes; and participants with DLD (M = 3-18 years). The intention was to include papers in which dose form was experimentally manipulated or statistically analyzed, while quantitative dosage aspects were controlled, such that definitive conclusions about optimal dose form could be drawn and gaps in the evidence identified. Results: Two hundred and twenty-four papers met the above inclusion criteria; 27 focused on dose form. No study controlled for all quantitative aspects of dosage such that we could effectively address our original research questions. Despite this, key points of learning emerged with implications for future research. Conclusions: There is tentative evidence of advantages for explicit over implicit instruction and of the benefits of variability in input, elicited production, and gestural and other visual supports. With careful design of dose form, there is potential to design more efficient interventions. Speech-language pathology research would benefit from an agreed taxonomy of dose form components and standardized reporting of intervention studies, to enable cross-study comparisons and a systematic accrual of knowledge to identify optimal dose form for clinical application. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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