A Systematic Review of Interventions for Multilingual Preschoolers With Speech and Language Difficulties

2021 ◽  
pp. 1-26
Author(s):  
Kathryn Crowe ◽  
Sisan Cuervo ◽  
Mark Guiberson ◽  
Karla N. Washington
Keyword(s):  
At Risk ◽  
Early Literacy ◽  
Evidence Based Practice ◽  
Language Disorder ◽  
Preschool Age ◽  
Sufficient Evidence ◽  
Evidence Based ◽  
Literacy Interventions ◽  
Positive Effects ◽  
Language Difficulties

Purpose There is a shortage of information on evidence-based interventions for supporting young multilingual children. The purpose of this review was to identify interventions that have been evaluated with preschool-age multilingual children with a speech and/or language disorder or who are at risk of poor speech, language, literacy, and/or educational outcomes. Method This review considered speech, language, and early literacy interventions evaluated with preschool-age multilingual children with a speech and/or language disorder or who have been identified as being at risk of language difficulties (PROSPERO ID: 165892). The following electronic databases were searched: EBSCO (CINAHL Plus, ERIC, PsycINFO, Medline, Education) and Linguistics, Language, and Behavior Abstracts. Data were extracted describing article, participant, methodological, and intervention variables, and effect sizes. The Council for Exceptional Children's (CEC) standards for evidence-based practice were used to examine the quality of studies. Results Fifty-six relevant studies were identified in 52 articles and these studies described 4,551 participants who had speech sound disorder (six articles), developmental language disorder (11 articles), or were considered to be at risk (36 articles). The interventions targeted speech production (seven studies), language (45 studies), and early literacy (11 studies) skills. Most studies reported positive effects. Only 15 studies met all quality indicators specified by the CEC (2014) and these described 18 interventions targeting language and literacy skills. The only intervention with sufficient evidence to be considered an evidence-based practice was Nuestros Niños [Our Children] for children's early literacy and phonological awareness skills. Conclusions A number of high-quality studies exist that describe speech, language and/or literacy interventions for preschool-age multilingual children with a speech and/or language disorder, or who have been identified as being at risk of language difficulties. However, there remains limited evidence for specific interventions as to their ability to inform evidence-based practices. Supplemental Material https://doi.org/10.23641/asha.16632649

scholarly journals Group-Based Direct and Indirect Approaches to Language Therapy for Children With Developmental Language Disorder: a Pre-Experimental Study

2018 ◽  
Vol 10 (1-2) ◽  
pp. 21-38
Author(s):  
Ana Matić ◽  
◽  
Jelena Kuvač Kraljević ◽  
Lana Kologranić Belić ◽  
Marina Olujić Tomazin ◽  
...  
Keyword(s):  
Experimental Study ◽  
Early Literacy ◽  
Social Life ◽  
Language Disorder ◽  
Communication Disorders ◽  
Evidence Based ◽  
Parental Perception ◽  
Developmental Language Disorder ◽  
Language Therapy ◽  
Positive Effects

Developmental Language Disorder (DLD) is among the most frequent communication disorders in early childhood. It affects the quality of the child’s academic and social life. Speech-language therapy to counter this impairment is usually individual and based on a direct approach with the therapist. New approaches begin to emerge, involving group settings, as well as indirect involvement of a parent who is constantly monitored and supervised by the therapist. Group and indirect therapies are infrequently used in Croatia, even though their effectiveness is well demonstrated worldwide. The aims of the current study were: 1) to examine whether two approaches to language therapy: group-based direct and indirect at home, can foster early literacy in children with DLD, and 2) to gain insight into parental perception of group therapy and how they perceived its potential influence on their children’s lives. It has a pre-experimental design and thus presents the first step towards an evidence-based effectiveness study. Eight children and their parents participated in the programme. Children’s language progress was measured using language tests before and after the programme, and parents’ perception of the therapy was evaluated using a post-programme questionnaire. The results suggest that group-based direct and indirect approaches can foster early literacy in preschool children with DLD. Parental perception of the therapy was positive; they expressed strong trust in the therapy and reported finding it useful for their children. The outcomes of the present pre-experimental study further corroborate positive effects of carefully planned therapies and serve as a step forward in conducting effectiveness studies in order to establish evidence-based practices in Croatia. Keywords: developmental language disorder, pre-experimental study, group language therapy, direct and indirect approaches, early literacy

scholarly journals Evidence-Based Practice (EBP) in Rehabilitative Physiotherapy

2012 ◽  
Author(s):  
Chris Cimdi
Keyword(s):  
Professional Development ◽  
Survey Methodology ◽  
Clinical Decision Making ◽  
Evidence Based Practice ◽  
Research Literature ◽  
Small Scale ◽  
Successful Implementation ◽  
Evidence Based ◽  
Positive Effects ◽  
Wide Range

Evidence-Based Practice (EBP) is considered to be an essential component of clinical service delivery in healthcare. Australian physiotherapists have access to a wide range of resources to support the implementation of EBP. However, research indicates variability in how physiotherapists apply EBP with a range of factors affecting the successful implementation of EBP into everyday clinical practice. Using survey methodology, this study examined whether participation in an EBP professional development workshop is an effective strategy to enhance knowledge, attitudes and behaviours associated with EBP of physiotherapists working in a rehabilitation setting. Results revealed that nearly one third of participants rated their EBP knowledge and skills at a higher level following attendance at the workshop. An increase in the frequency in EBP related activities by physiotherapists including conducting searches and reading or reviewing research literature to support clinical decision-making was observed following attendance at the EBP workshop. Participants’ opinions of the value of EBP in improving the quality of patient care were noted to be more positive following the workshop. This small-scale study provides some promising results regarding the positive effects that designated EBP professional development can have on knowledge, attitudes, and behaviours of physiotherapists in their application of EBP. The elements that are required to further support and sustain a strong EBP culture amongst physiotherapists working in rehabilitation are also discussed.

Protecting Musicians from Hearing Damage: A Review of Evidence-based Research

2009 ◽  
Vol 24 (3) ◽  
pp. 103-107
Author(s):  
Michael Santucci
Keyword(s):  
At Risk ◽  
Hearing Loss ◽  
Sufficient Evidence ◽  
Evidence Based ◽  
Loss Prevention ◽  
Sound Levels ◽  
Protection Devices ◽  
Hearing Damage

The great irony of being a musician is that the sound produced—the very essence of the musical experience—represents a long-term health risk to the artist. This overview examines the lack of sufficient evidence-based studies on this at-risk population, which is particularly important in light of the low level of compliance to hearing-loss prevention programs among musicians. The review explores the number of musicians at risk, the five most common types of hearing loss affecting them, and the necessary components of a hearing-loss prevention program, including measurement, education, and acoustic modifications to the work environment. Hearing protection devices designed specifically for performing musicians are explored in depth, including the proper use of spectrum-neutral high-fidelity earplugs with in-ear monitoring systems as tools to control sound levels without detracting from the quality of musical performance.

scholarly journals Predicting the use Literacy Interventions Using a Pre-School Health and Developmental Screen: Evidence from New Zealand’s Integrated Data Infrastructure (IDI)

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Richard Audas
Keyword(s):  
At Risk ◽  
New Zealand ◽  
Early Literacy ◽  
School Health ◽  
Literacy Intervention ◽  
Data Infrastructure ◽  
Literacy Interventions ◽  
Data Files ◽  
Before School ◽  
One Year

Early literacy attainment is a key progression towards advanced learning. All New Zealand schools offer interventions for children who are farthest from standard in literacy, although these interventions typically do not commence until the child has been in school for one year. Considerable evidence demonstrates that literacy interventions can be effective, if implemented as early as possible. As such there is significant benefit in quickly identifying those most at risk of failing to meet the literacy standard. In New Zealand all children are expected to get a Before School Check (B4SC) between their fourth birthday and prior to entering school. These checks are generally conducted by public health nurses, with children's health and developmental status being divided into seven categories. Data linkage across government collected administrative data files can be conducted in the Statistics New Zealand Integrated Data Infrastructure (IDI). The IDI provides a whole of population inter-departmental architecture to link individuals. In this study, we link individual's B4SC records to school interventions data as well as to birth and census records. Using a time-to-event approach, we find that there is significant predictive value in using B4SC to identify children who are at risk of requiring a literacy intervention.

scholarly journals Validation of the Brazilian Portuguese version of Evidence-based Practice Knowledge Assessment in Nursing (EKAN)

2021 ◽  
Vol 55 ◽  
Author(s):  
Jan M. Nick ◽  
Adelaide Caroci Durkin ◽  
Adriana Caroci-Becker ◽  
Diná de Almeida Lopes Monteiro da Cruz ◽  
Vivian Inacio Zorzim ◽  
...  
Keyword(s):  
Evidence Based Practice ◽  
Brazilian Portuguese ◽  
Knowledge Assessment ◽  
Sufficient Evidence ◽  
Evidence Based ◽  
Separation Index ◽  
Portuguese Version ◽  
Validity Indices ◽  
The Mean ◽  
Practice Knowledge

ABSTRACT Objective The Evidence-based Practice Knowledge Assessment in Nursing (EKAN) is an objective measure of evidence-based practice (EBP) knowledge. The aims of the project were to translate the EKAN instrument into Brazilian Portuguese, test its psychometric properties, and document a baseline assessment of students’ EBP knowledge. Method This study used methodological design. The EKAN-Brazilian Portuguese was administered to nursing students from two baccalaureate programs. Data were analyzed using Rasch procedures. Results 123 students participated (87% ranged 19-25 years old; 60% were juniors; 38% perceived having no exposure to EBP). Validity indices showed the mean difficulty index = -2.48 to 2.07, the Infit (WMS) mean was.985 (SD = 2.13), and the Outfit (UMS) mean was.975 (SD = 0.17). Reliability indices showed sufficient item separation index (4.47); moderate person separation index (.47); high item reliability (.95); and low person reliability (.18). The mean EKAN sum score (max = 20) was 7.6 (SD = 2.13). Conclusion This study on the EKAN-Brazilian Portuguese version provided sufficient evidence for validity and reliability; the person reliabilities showed the need for improvement in incorporating EBP concepts and content in nursing programs.

scholarly journals Implementing evidence-based practice: the challenge of delivering what works for people with learning disabilities at risk of behaviours that challenge

2020 ◽  
Vol 25 (3) ◽  
pp. 133-143
Author(s):  
Louise D. Denne ◽  
Nick J. Gore ◽  
J. Carl Hughes ◽  
Sandy Toogood ◽  
Edwin Jones ◽  
...  
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Service Delivery ◽  
Best Practice ◽  
Evidence Based Practice ◽  
Implementation Process ◽  
Building Blocks ◽  
Evidence Based ◽  
Content Type ◽  
Successive Generations

Purpose There is an apparent disconnect between the understanding of best practice and service delivery in the support of people with learning disabilities at risk of behaviours that challenge. We suggest, is a problem of implementation. The purpose of this paper is to explore reasons why this might be the case: a failure to recognise the collective works of successive generations of research and practice; and a failure to address the macro-systems involved and systems changes needed to support implementation. Design/methodology/approach This paper reviews the consensus that exists in respect of best practice. Drawing upon ideas from implementation science the paper highlights the complexities involved in the implementation of all evidence-based practices and uses this as a framework to propose ways in which an infrastructure that facilitates the delivery of services in the learning disabilities field might be built. Findings This paper highlights core recommended practices that have been consistent over time and across sources and identifies the systems involved in the implementation process. This paper demonstrates that many of the necessary building blocks of implementation already exist and suggests areas that are yet to be addressed. Critically, the paper highlights the importance of, and the part that all systems need to play in the process. Originality/value In the absence of any generalised implementation frameworks of evidence-based practice in the learning disabilities field, the paper suggests that the findings may provide the basis for understanding how the gap that exists between best practice and service delivery in the support of people with a learning disability at risk of behaviours that challenge might be closed.

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