scholarly journals Interventions for Pre-School Children with Co-Occurring Phonological Speech Sound Disorder and Expressive Language Difficulties

2021 ◽  
Vol 4 ◽  
pp. 1-13
Author(s):  
Lucy Rodgers ◽  
Sam Harding ◽  
Rachel Rees ◽  
Michael T. Clarke
Keyword(s):  
School Children ◽  
Scoping Review ◽  
Search Strategy ◽  
Expressive Language ◽  
Speech Sound ◽  
High Risk Group ◽  
Speech Sound Disorder ◽  
Ovid Medline ◽  
Language Difficulties ◽  
Communication Needs

Background: Pre-school children with co-occurring phonological speech sound disorder and expressive language difficulties are more likely to have ongoing communication and literacy needs compared to children with these difficulties in isolation. However, to date there has been no systematic or scoping review of the literature specific to interventions for this frequently seen and high-risk group. Aims: The objective of this paper is to provide a rigorous and detailed protocol for a scoping review of interventions, which target both phonological speech sound disorder and expressive language difficulties in pre-school children with primary speech, language and communication needs. The protocol includes details on the development of a search strategy, as well as the trial of an extraction tool. Methods/Design: Included studies must aim to concurrently improve both speech production and expressive language. Children within included studies must be aged between 2:0 and 5:11 years and have communication needs with no known cause. In accordance with the Joanna Briggs institute scoping review methods guidelines, an initial search of the Ovid Emcare and Ovid Medline databases was conducted. Following this a final search strategy for these databases were produced. A draft extraction form was developed by the first author; this was then trialed by two authors on four articles each. Discussion: Following the systematic development of an initial search strategy and extraction form, a scoping review of this topic can take place. The development of a rigorous scoping review protocol is essential in enhancing the transparency and reliability of the subsequent review. A pre-developed search strategy and trialing of an extraction form is a fundamental part of this process.

scholarly journals Research on simulation in radiography education: a scoping review protocol

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Mona Vestbøstad ◽  
Klas Karlgren ◽  
Nina Rydland Olsen
Keyword(s):  
Scoping Review ◽  
Search Strategy ◽  
Skills Training ◽  
World Health ◽  
Cochrane Library ◽  
Future Research ◽  
Design Elements ◽  
Ovid Medline ◽  
Scoping Reviews ◽  
Radiography Education

Abstract Background Today, there are fewer opportunities for health care students and staff for skills training through direct patient contact. The World Health Organization therefore recommends learning about patient safety through hands-on experience and simulation. Simulation has the potential to improve skills through training in a controlled environment, and simulation has a positive effect on knowledge and skills, and even patient-related outcomes. Reviews addressing the use of simulation across the different radiography specialties are lacking. Further knowledge on simulation in radiography education is needed to inform curriculum design and future research. The purpose of this scoping review is to explore, map, and summarize the extent, range, and nature of published research on simulation in radiography education. Methods We will follow the methodological framework for scoping reviews originally described by Arksey and O’Malley. We will search the MEDLINE, Embase, Epistemonikos, The Cochrane Library, ERIC, Scopus, and sources of grey literature. A comprehensive search strategy for Ovid MEDLINE was developed in collaboration with a research librarian. An example of a full electronic search from the Ovid MEDLINE (1641 articles records, January 9, 2020) is provided and will be used to adapt the search strategy to each database. Two independent review authors will screen all abstracts and titles, and full-text publications during a second stage. Next, they will extract data from each included study using a data extraction form informed by the aim of the study. A narrative account of all studies included will be presented. We will present a simple numerical analysis related to the extent, nature, and distribution of studies, and we will use content analysis to map the different simulation interventions and learning design elements reported. Any type of simulation intervention within all types of radiography specializations will be included. Our search strategy is not limited by language or date of publication. Discussion An overview of publications on simulation in radiography education across all radiography specialties will help to inform future research and will be useful for stakeholders within radiography education using simulation, both in the academic and clinical settings. Systematic review registration Open Science Framework (OSF). Submitted on October 18, 2020

scholarly journals Research on Simulation in Radiography Education: A Scoping Review Protocol

2020 ◽  
Author(s):  
Mona Vestbøstad ◽  
Klas Karlgren ◽  
Nina Rydland Olsen
Keyword(s):  
Scoping Review ◽  
Curriculum Design ◽  
Search Strategy ◽  
Skills Training ◽  
World Health ◽  
Cochrane Library ◽  
Future Research ◽  
Design Elements ◽  
Ovid Medline ◽  
Radiography Education

Abstract Background: Today there are fewer opportunities for health care students and staff for skills training through direct patient contact. The World Health Organization therefore recommends learning about patient safety through hands-on experience and simulation. Simulation has the potential to improve skills through training in a controlled environment, and simulation has positive effect on knowledge and skills, and even patient related outcomes. Reviews addressing the use of simulation across the different radiography specialties are lacking. Further knowledge on simulation in radiography education is needed to inform curriculum design and future research. The purpose of this scoping review is to explore, map and summarize the extent, range and nature of published research on simulation in radiography education.Methods: We will follow the methodological framework for scoping reviewsoriginally described by Arksey and O’Malley.We will search MEDLINE, Embase, Epistemonikos, The Cochrane Library, ERIC, Scopus, and sources of grey literature.A comprehensive search strategy for Ovid MEDLINE was developed in collaboration with a research librarian. An example of a full electronic search from the Ovid MEDLINE(1641 articles records, 09.01.2020) is provided and will be used to adapt the search strategy to each database.Two independent review authors will screen all abstracts and titles, and full-text publications during a second stage. Next, they will extract data from each included study using a data extraction form informed by the aim of the study. Anarrative account of all studies included will be presented. We will present a simple numerical analysis related to the extent, nature and distribution of studies, and we will use content analysis to map the different simulation interventions and learning design elements reported. Any type of simulation intervention within all types of radiography specializations will be included. Our search strategy is not limited by language or date of publication.Discussion: An overview of publications on simulation in radiography educationacross all radiography specialties will help to inform future research and will be useful for stakeholders within radiography education using simulation, both in the academic and clinical setting.

scholarly journals Perception of Correctly and Incorrectly Produced Words in Children With and Without Phonological Speech Sound Disorders

2020 ◽  
Vol 63 (12) ◽  
pp. 3961-3973
Author(s):  
Françoise Brosseau-Lapré ◽  
Jennifer Schumaker
Keyword(s):  
Language Skills ◽  
Speech Sound ◽  
Typical Development ◽  
Speech And Language ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Language Tests ◽  
Language Difficulties ◽  
English Speaking ◽  
Study Participants

Purpose The purpose of this study was to examine the perception of correctly and incorrectly produced words in children with and without phonological speech sound disorder (SSD) with similar vocabulary and language skills. Method Thirty-six monolingual English-speaking children aged 4 and 5 years, half with SSD and half with typical speech and language skills, participated in this study. Participants completed standardized speech and language tests as well as a mispronunciation detection task targeting omissions and substitutions of the phonemes /k, s, ɹ/ in five word positions/shapes. Results The children with SSD obtained significantly lower perceptual accuracy than the children with typical development. There was no statistically significant effect for phoneme. Omissions were more likely to be detected by both groups of participants compared with substitutions, and children with SSD had greater difficulty identifying substitutions as incorrectly produced words. Conclusions Speech perception difficulties may be a distinguishing feature of children with phonological SSD and without concomitant language difficulties. Further research is needed to investigate specific speech contexts in which perception predicts accurate production in children with SSD.

scholarly journals Research on simulation in radiography education: a scoping review protocol

2020 ◽  
Author(s):  
Mona Vestbøstad ◽  
Klas Karlgren ◽  
Nina Rydland Olsen
Keyword(s):  
Scoping Review ◽  
Search Strategy ◽  
Skills Training ◽  
World Health ◽  
Cochrane Library ◽  
Future Research ◽  
Design Elements ◽  
Ovid Medline ◽  
Scoping Reviews ◽  
Radiography Education

Abstract Background: Today there are fewer opportunities for health care students and staff for skills training through direct patient contact. The World Health Organization therefore recommends learning about patient safety through hands-on experience and simulation. Simulation has the potential to improve skills through training in a controlled environment, and simulation has positive effect on knowledge and skills, and even patient related outcomes. Reviews addressing the use of simulation across the different radiography specialties are lacking. Further knowledge on simulation in radiography education is needed to inform curriculum design and future research. The purpose of this scoping review is to explore, map and summarize the extent, range and nature of published research on simulation in radiography education.Methods: We will follow the methodological framework for scoping reviews originally described by Arksey and O’Malley. We will search MEDLINE, Embase, Epistemonikos, The Cochrane Library, ERIC, Scopus, and sources of grey literature. A comprehensive search strategy for Ovid MEDLINE was developed in collaboration with a research librarian. An example of a full electronic search from the Ovid MEDLINE (1641 articles records, 09.01.2020) is provided and will be used to adapt the search strategy to each database. Two independent review authors will screen all abstracts and titles, and full-text publications during a second stage. Next, they will extract data from each included study using a data extraction form informed by the aim of the study. A narrative account of all studies included will be presented. We will present a simple numerical analysis related to the extent, nature and distribution of studies, and we will use content analysis to map the different simulation interventions and learning design elements reported. Any type of simulation intervention within all types of radiography specializations will be included. Our search strategy is not limited by language or date of publication. Discussion: An overview of publications on simulation in radiography education across all radiography specialties will help to inform future research and will be useful for stakeholders within radiography education using simulation, both in the academic and clinical setting.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

Language-Based Difficulties in School-Age Children with Reading Disabilities

2019 ◽  
Author(s):  
Kaitlyn Price ◽  
Karen Wigg ◽  
Virginia Misener ◽  
Antoine Clarke ◽  
Natalie Yeung ◽  
...  
Keyword(s):  
Reading Disabilities ◽  
Word Reading ◽  
Speech Sound ◽  
Reading Difficulties ◽  
Receptive Language ◽  
School Age Children ◽  
Speech And Language ◽  
School Aged Children ◽  
Increased Risk ◽  
Language Difficulties

Background: Reading disabilities (RD) are the most common learning disabilities, affecting 3-7% of school-aged children in North America. RD is associated with increased risk for comorbid language-based disorders including early language delay (ELD), speech sound disorders, and language impairments. Despite decades of research on the relationship between RD and these disorders, questions remain as to the strength of their associations. This study is the first of this size to assess all four disorders in a sample of children with RD. Method: We examined the association these disorders in a large, well-characterized family-based sample, recruited for reading difficulties in school-aged children. Parents of 492 families (674 children) completed a questionnaire that queried ELD, and current speech and language difficulties in their children. Children were also directly assessed for multiple quantitative measures of language and reading. Children were divided into three groups: Reading Disabled (RD), Intermediate Readers (IR), and Typical Readers (TR). Results: We found that the parents of the RD and IR groups reported significantly more ELD and current speech and expressive/receptive language difficulties in their children, compared with the TR group. When examined further, we found ELD was associated with poorer performance on word reading and decoding tasks, as well as with speech and language difficulties. Conclusion: The results demonstrate multiple significant associations between reading difficulties, ELD, speech and language, especially in children with severe RD. The results add to research supporting comorbidity between these disorders and will help inform teachers and psychologists when assessing and treating children’s language-based disabilities.

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