The efficacy of speech and language therapy for cleft palate speech disorders

Introduction: Children born with a cleft palate ± lip are at risk of developing speech and language difficulties, which may require intervention from a speech and language therapist (SLT). To date, there is no strong evidence to support one approach to intervention over another, neither is it clear which approaches or methods of provision are commonly used. Objectives: To describe the range of speech and language therapy interventions being used with children born with cleft palate in the United Kingdom up to 5 years of age. To explore the different ways, interventions are being delivered. Design: A prospective study to conduct 9 semi-structured focus groups. Iterative content analysis was completed. Setting: Regional Cleft Lip and Palate Centers in the United Kingdom. Participants: Sixty-two speech and language therapy professionals from specialist cleft teams and community services. Results: Four main codes were identified: “intervention approaches,” “service delivery models,” “decision-making and rationale,” and “patient-centered care.” Participants frequently discussed how they adopt an eclectic style when delivering intervention, the importance of an individualized approach for each child and service delivery constraints, such as a lack of resources. Conclusion: Insight into the multitude of intervention approaches used by SLTs, aspects which influence their decision-making and the variability of service delivery models were gained. Uncertainty regarding which intervention approaches and methods for delivery are most effective provides rationale for future research, to improve the effectiveness of speech and language intervention for children with cleft palate ± lip.

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SUPPORTING FAMILIES IN CORRECTING DYSLALIA IN CHILDREN

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2017vol3.2243 ◽

2017 ◽

Vol 3 ◽

pp. 117

Author(s):

Aleksandra Siedlaczek-Szwed ◽

Agata Jałowiecka-Frania

Keyword(s):

Psychosocial Functioning ◽

Essential Role ◽

Speech Disorders ◽

Individual Development ◽

Speech And Language ◽

Language Therapy ◽

Speech And Language Therapy ◽

Educational Environments ◽

Wide Range ◽

Articulation Disorders

The text deals with issues related to the effective support of speech and language therapy for children with dyslalia. The effectiveness of speech and language stimulation is determined by a wide range of determinants. Individual predispositions, influences of educational environments, personality, professionalism, the scope of speech and language therapists’ knowledge and abilities as well as a variety of methods used by them play an essential role. Dyslalia, which is one of the most frequent speech disorders, has a negative and significant impact on children’s psychosocial functioning. Children’s attitudes toward peers with speech articulation disorders not only seem to affect intellectual, cognitive and motivational processes, including perception, attention, memory, thinking, but also transform social behaviours. Therefore, the profound significance of the family’s influence on the effectiveness of speech and language therapy for children with dyslalia has been emphasised. It is assumed that educational activities require planned, intentional and regular collaboration with various environments in order to achieve desired goals and shape comprehensive individual development.

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