Speech and language therapy interventions for children with primary speech andor language disorders Law 2. The Cochrane Library. Background. Description of the condition. Speech andor language disorders are amongst the most common developmental difficulties in childhood. Such difficulties are termed primary if they have no known aetiology, and secondary if they are caused by another condition such as autism, hearing impairment, general developmental difficulties, behavioural or emotional difficulties or neurological impairment Stark 1. Plante 1. 99. 8. Although some children have either a primary speech disorder but not a language disorder, or vice versa, these disorders commonly overlap. In addition, interventions in both cases share commonalities for example, focusing on various elements of the language system and common underlying processes such as attention and listening. Therefore, in both research and intervention, it is difficult to tease speech and language disorders apart. It is thought that approximately 5 to 8 of children may have difficulties with speech andor language Boyle 1. Tomblin 1. 99. 7, of which a significant proportion will have primary speech andor language disorders. The presentation of primary speech andor language disorders can vary considerably between individuals in terms of severity, pattern of impairment and degree of comorbidity Bishop 1. Questions have been raised in recent years as to how specific to speech and language these problems are, but this distinction between primary and secondary difficulties remains clinically useful and is one commonly reported in the literature Bishop 1. Leonard 2. 01. 4 Reilly 2. Given the heterogeneity of presentation, there are inconsistencies in terminology for speech andor language disorders with no agreed diagnostic label. The term language disorder, as used in the latest edition of the Diagnostic and Statistical Manual of Mental Disorders DSM 5 2. Remove Packages Installed By Debbie here. Bishop 2. 01. 4. The term specific language impairment is the most commonly used diagnostic label, specific referring to the idiopathic nature of the condition. However, this term is problematic in that it suggests difficulties are specific to language only. Disagreements about terminology impede research and clinical processes as well as access to services Reilly 2. For the purpose of the current review, however, impairments in speech and language will be referred to as speech andor language disorders, reflecting the possibility that children may have impairment in both or either of these areas. Primary speech andor language disorders can affect one or several of the following areas phonology the pattern of sounds used by the child, vocabulary the words that a child can say and understand, grammar the way that language is constructed, morphology meaningful changes to words to signal tense, number, etc., narrative skills the ability to relate a sequence of ideas, and pragmatic language the ability to understand the intended meaning of others and to communicate effectively in conversation Adams 2. As regards the current review, the majority of these affected areas may be categorised as a language outcome, with phonology categorised as a separate outcome. It is unclear whether primary speech andor language disorders represent varying levels of a single condition, or a number of different conditions with diverse aetiologies but similar presenting patterns Law 1. Tomblin 2. 00. 4. There is little consensus on the aetiology of primary speech andor language disorders but there is evidence of a number of associated risk factors, including medical difficulties for example, being born small for gestational age, and motor skill deficits Hill 2. There is increasing evidence of genetic underpinnings of speech andor language disorders SLI Consortium 2. Bishop 2. 00. 6 the links appear to be stronger for expressive language difficulties than receptive language difficulties Kovas 2. Fiches Vocabulaire Espagnol Pdf. ABH-yTNrQ/hqdefault.jpg' alt='Revman 5' title='Revman 5' />There remain questions as to the nature of the role of environmental factors, whether distal for example, socioeconomic status and maternal education or proximal for example, parent child and peer peer interaction and relationships as causes of primary disorder, or whether these are factors affecting outcomes mediators. Twin studies have so far suggested that heredity plays an increasingly strong role, especially as the child moves through primary school and especially for less socially disadvantaged children, but that environmental factors can have a relatively important role to play in the early years, and that marked language difficulties between higher and lower social groups are identifiable from very early on in childrens development and tend to persist Bradbury 2. It is likely that these risk factors act in a cumulative fashion to increase the severity of the presenting disorder Aram 1. Primary speech andor language disorders can have far reaching implications for the child and hisher parent or carer in both the short and the longer term. Studies indicate that they may have adverse effects upon school achievement Aram 1. This Handbook outlines in detail Cochranes methods for conducting systematic reviews of interventions, including planning, literature searching, assessing bias. Baker 1. 98. 7 Bishop 1. Catts 1. 99. 3 Tallal 1. It has recently been reported that approximately two children in every class of 3. Norbury 2. 01. 6. They may also be associated with comorbid social, emotional and behavioural problems Huntley 1. Rice 1. 99. 1 Rutter 1. Stothard 1. 99. 8 Cohen 2. Conti Ramsden 2. Murphy 2. Children with primary speech andor language disorders can also have long term difficulties that persist to adolescence and beyond Rescorla 1. Haynes 1. 99. 1 Johnson 1. Crysis 3 English Language Pack. Law 2. 00. 9a. Description of the intervention. Interventions for children identified as having primary speech andor language disorders include a variety of practices methods, approaches, programmes that are specifically designed to promote speech andor language development or to remove barriers to participation in society that arise from a childs difficulties, or both. Assessment of eligibility for intervention includes a combination of standardised assessment where available, observations of linguistic and communicative performance, and professional judgement. Interventions are usually time limited and can be delivered by any professional group, but usually involve input from language specialists, most notably speech and language therapistspathologists. The criteria for inclusion in such interventions commonly includes some reference to the specific or the primary nature of the language difficulty experienced by the children concerned that is, it is not associated with low non verbal performance and this allows for a focus on speech and language characteristics rather than a broader range of skills. Interventions for children with speech andor language disorders may be carried out directly or indirectly, and in a range of settings, such as the home, healthcare service provision, early years setting nurseryschool, school or private practices, by the specialist professionals themselves or through proxies such as parents, teachers or teaching assistants. Asking men to pass a catheter into their own urethra to try to stop a urethral stricture from coming back. Cochrane Handbook for Systematic Reviews of Interventions the official guide to producing Cochrane reviews RevMan web page documentation and support for software. There are also examples where interventions are delivered through peers in school. Direct interventions focus on the treatment of the child individually, or within a group, depending on the age and needs of the children requiring therapy and the facilities available.