BEST PRACTICE IN WORKING WITH CHILDREN WHO HAVE DEVELOPMENTAL LANGUAGE DISORDER: A FOCUSED REVIEW OF THE CURRENT RESEARCH EVIDENCE BASE

Czech version

Authors: Roddam Hazel ¹; Skeat Jemma ²
Authors‘ workplace: Allied Health Research Unit, University of Central Lancashire, Preston, Lancashire, UK, PR1 2HE ¹; Department of Audiology and Speech Pathology, University of Melbourne, Victoria 3010, Australia ²
Published in: Listy klinické logopedie 2020; 4(1): 72-78
Category: Miscellaneous

Overview

The purpose of this paper is to provide a synthesis of the current international research evidence base regarding best practice in the diagnosis and treatment of children with language disorders. We begin with a discussion about the terminology used and how this relates to identification and diagnosis, and then describe assessment and treatment practices.

The discussion of intervention and case management of these children focuses on the use of high quality evidence that presents an overview of treatment approaches, rather than specific treatment programmes that may not be relevant to all international practice settings.

The paper sets the context of the wider international research evidence base: we also include commentary that may be more relevant to some countries across mainland Europe, and specifically to the Czech Republic context. Research studies that reflect local languages and culture are a highly important component of the evidence base for practice, but these should be considered in the context of international consensus evidence. In particular, some strategic recommendations are made to address the inherent challenges of sustaining best practice where open access to evidence sources may be constrained.

Keywords:

Specific Language Impairment (SLI) – Developmental Language Disorder (DLD) – Diagnosis Assessment – intervention – Evidence-Based Practice (EBP)

Sources

AMERICAN PSYCHIATRIC ASSOCIATION, 2013. Diagnostic and statistical manual of mental disorders (DSM-5®). Edtion ed.: American Psychiatric Pub. ISBN 0890425574.
ARMON-LOTEM, S. and N. MEIR, 2016. Diagnostic accuracy of repetition tasks for the identification of specific language impairment (SLI) in bilingual children: evidence from Russian and Hebrew. International Journal of Language & Communication Disorders. 51(6), 715-731.
BISHOP, D. V., M. J. SNOWLING, P. A. THOMPSON and T. GREENHALGH CATALISE, 2016. A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS One. 11(7), e0158753.
BISHOP, D. V., M. J. SNOWLING, P. A. THOMPSON, T. GREENHALGH et al., 2017. Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry. 58(10), 1068-1080.
BOTTING, N., U. TOSEEB, A. PICKLES, K. DURKIN et al., 2016. Depression and anxiety change from adolescence to adulthood in individuals with and without language impairment. PLOS One. 11(7).
BOYLE, J., E. MCCARTNEY, A. O’HARE, J. LAW, 2010. Intervention for mixed receptive–expressive language impairment: a review. Developmental medicine and child neurology. 52(11), 994-999.
BRYAN, K., G. GARVANI, J. GREGORY, K. KILNER, 2015. Language difficulties and criminal justice: the need for earlier identification. International Journal of Language & Communication Disorders. 50(6), 763-775.
CAMILLERI, B. a J. LAW, 2014. Dynamic assessment of word learning skills of pre-school children with primary language impairment. International journal of speech-language pathology. 16(5), 507-516.
CHILDERS, J. B. a M. TOMASELLO, 2002. Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures. Developmental psychology. 38(6), 967.
CLASTA – COMMUNICATION AND LANGUAGE ACQUISITION STUDIES IN TYPICAL AND ATYPICAL POPULATIONS, 2020. Consensus conference. Clasta.org [online]. ©2020. Available from: http://www.clasta.org/en/consensus-conference-eng/
EBBELS, S. H., E. MCCARTNEY, V. SLONIMS, J. E. DOCKRELL, C. F. NORBURY, 2019. Evidence-based pathways to intervention for children with language disorders. International Journal of Language & Communication Disorders. 54(1), 3-19.
EBBELS, S. H., L. WRIGHT, S. BROCKBANK, C. GODFREY et al., 2017. Effectiveness of 1: 1 speech and language therapy for older children with (developmental) language disorder. International Journal of Language & Communication Disorders. 52(4), 528-539.
EBBELS, S., 2014. Effectiveness of intervention for grammar in school-aged children with primary language impairments: A review of the evidence. Child Language Teaching and Therapy. 30(1), 7-40.
FEATHERSTONE, R. M., D. M. DRYDEN, M. FOISY, J.-M. GUISE et al., 2015. Advancing knowledge of rapid reviews: an analysis of results, conclusions and recommendations from published review articles examining rapid reviews. Systematic Reviews. 4(1), 50.
FLECKSTEIN, A., P. PRÉVOST, L. TULLER, E. SIZARET et al., 2018. How to identify SLI in bilingual children: a study on sentence repetition in French. Language Acquisition. 25(1), 85-101.
FLETCHER, J. M. and S. VAUGHN, 2009. Response to intervention: Preventing and remediating academic difficulties. Child development perspectives. 3(1), 30-37.
GALLAGHER, A. L., S. CHIAT, 2009. Evaluation of speech and language therapy interventions for pre-school children with specific language impairment: A comparison of outcomes following specialist intensive, nursery-based and no intervention. International Journal of Language & Communication Disorders. 44(5), 616-638.
GIRBAU, D., 2016. The Non-word Repetition Task as a clinical marker of Specific Language Impairment in Spanish-speaking children. First Language. 36(1), 30-49.
GRANT, M. J., A. BOOTH, 2009. A typology of reviews: an analysis of 14 review types and associated methodologies. Health information and libraries journal. 26(2), 91-108.
HASSON, N., B. CAMILLERI, C. JONES, J. SMITH et al., 2013. Discriminating disorder from difference using dynamic assessment with bilingual children. Child Language Teaching and Therapy. 29(1), 57-75.
KAPALKOVÁ, S., K. POLIŠENSKÁ and Z. VICENOVÁ, 2013. Non-word repetition performance in Slovak-speaking children with and without SLI: novel scoring methods. International Journal of Language & Communication Disorders. 48(1), 78-89.
KAZEMI, Y. and S. SAEEDNIA, 2017. The clinical examination of non-word repetition tasks in identifying Persian-speaking children with primary language impairment. International journal of pediatric otorhinolaryngology. 93, 7-12.
LAW, J., J. BOYLE, F. HARRIS, A. HARKNESS et al., 2000. Prevalence and natural history of primary speech and language delay: Findings from a systematic review of the literature. International Journal of Language and Communication Disorders. 35, 165-188.
LAW, J., J. A. DENNIS and J. J. V. CHARLTON, 2017. Speech and language therapy interventions for children with primary speech and/or language disorders. Cochrane Database of Systematic Reviews (1).
LAW, J., Z. GARRETT and C. NYE, 2003. Speech and language therapy interventions for children with primary speech and language delay or disorder. Cochrane Database of Systematic Reviews (3).
LOWE, H., L. HENRY and V. JOFFE, 2019. The effectiveness of classroom vocabulary intervention for adolescents with language disorder. Journal of Speech, Language, and Hearing Research. 62(8), 2829-2846.
LOWE, H., L. HENRY, L. M. MÜLLER, V. L. JOFFE, 2018. Vocabulary intervention for adolescents with language disorder: A systematic review. International Journal of Language & Communication Disorders. 53(2), 199-217.
MARINI, A., A. TAVANO and F. FABBRO, 2008. Assessment of linguistic abilities in Italian children with specific language impairment. Neuropsychologia. 46(11), 2816-2823.
MCKEAN, C., J. LAW, K. LAING, M. COCKERILL et al., 2017. A qualitative case study in the social capital of co-professional collaborative co-practice for children with speech, language and communication needs. International Journal of Language & Communication Disorders. 52(4), 514-527.
MCKEAN, C., F. K. MENSAH, P. EADIE, E. L. BAVIN et al., 2015. Levers for language growth: Characteristics and predictors of language trajectories between 4 and 7 years. PLOS One. 10(8).
MLČÁKOVÁ, R., K. VITÁSKOVÁ and A. ŘÍHOVÁ, 2012. The impact of the symptoms of specific language impairment on contemporary education and counseling–the necessity of speech and language therapy approach at schools. Procedia-Social and Behavioral Sciences. 55, 925-934.
NEWMAN, R. M. and K. K. MCGREGOR, 2006. Teachers and laypersons discern quality differences between narratives produced by children with or without SLI. Journal of Speech, Language, and Hearing Research. 49(5), 1022-36. DOI: 10.1044/1092-4388(2006/073).
NORBURY, C. F., D. GOOCH, C. WRAY, G. BAIRD et al., 2016. The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study. Journal of Child Psychology and Psychiatry. 57(11), 1247-1257.
RAISING AWARENESS OF DEVELOPMENTAL LANGUAGE DISORDER, 2020. About. Radld.org [online]. ©2020. Available from: https://radld.org/about/
REED, G. M., M. B. FIRST, C. S. KOGAN, S. E. HYMAN et al., 2019. Innovations and changes in the ICD-11 classification of mental, behavioral and neurodevelopmental disorders. World Psychiatry. 18(1), 3-19.
REILLY, S., B. TOMBLIN, J. LAW, C. MCKEAN et al., 2014. Specific language impairment: A convenient label for whom? International Journal of Language & Communication Disorders. 49(4), 416-451.
REILLY, S., M. WAKE, O. C. UKOUMUNNE, E. BAVIN et al., 2010. Predicting language outcomes at 4 years of age: Findings from Early Language in Victoria Study. Pediatrics. 126(6), e1530.
RICHES, N., 2013. Treating the passive in children with specific language impairment: A usage-based approach. Child Language Teaching and Therapy. 29(2), 155-169.
RICHTEROVÁ, E. and G. SEIDLOVÁ MÁLKOVÁ, 2017. Specific language impairment in the long-term perspective–the importance of assessment procedures, reading skills, and communicative competence. Health Psychology Report. 5(4), 273-284.
RICKETTS, J., 2011. Research review: Reading comprehension in developmental disorders of language and communication. Journal of Child Psychology and Psychiatry. 52(11), 1111-1123.
RODDAM, H., 2017. Praxe založená na důkazech: přístupy k měření dopadu terapeutické intervence. In K. NEUBAUER and L. NEUBAUER eds. Současné koncepce a formy komunikační podpory pro osoby se závažným komunikačním handicapem. Červený Kostelec: Pavel Mervart.
SKEAT, J., H. RODDAM, 2019. What do parents think about their involvement in speech-language pathology intervention? A qualitative critically appraised topic. Evidence-Based Communication Assessment and Intervention. 13(1-2), 15-31.
SKEAT, J., M. WAKE, O. UKOUMUNNE, P. EADIE et al., 2014. Who gets help for pre-school communication problems? Data from a prospective community study. Child: care, health and development. 40(2), 215-222.
SMOLÍK, F. and P. VÁVRŮ, 2014. Sentence imitation as a marker of SLI in Czech: Disproportionate impairment of verbs and clitics. Journal of Speech, Language, and Hearing Research. 57(3), 837-849.
SNOWLING, M. J., D. BISHOP, S. E. STOTHARD, B. CHIPCHASE et al., 2006. Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment. Journal of Child Psychology and Psychiatry. 47(8), 759-765.
ST CLAIR, M. C., A. PICKLES, K. DURKIN and G. CONTI-RAMSDEN, 2011. A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (SLI). Journal of communication disorders. 44(2), 186-199.
TAYLOR, L. J. and A. J. O. WHITEHOUSE, 2016. Autism spectrum disorder, language disorder, and social (pragmatic) communication disorder: overlaps, distinguishing features, and clinical implications. Australian Psychologist. 51(4), 287-295.
THEODOROU, E. and K. K. GROHMANN, 2010. Narratives in Cypriot Greek mono-and bilingual children with SLI. In: Third ISCA Workshop on Experimental Linguistics.
VISSER-BOCHANE, M. I., E. GERRITS, C. P. VAN DER SCHANS, S. A. REIJNEVELD et al., 2017. Atypical speech and language development: a consensus study on clinical signs in the Netherlands. International Journal of Language & Communication Disorders. 52(1), 10-20.
WHITE, S., P. RAGHAVENDRA, A. MCALLISTER, 2017. Letting the CAT out of the bag: Contribution of critically appraised topics to evidence-based practice. Evidence-Based Communication Assessment and Intervention. 11(1-2), 27-37.
WINSTANLEY, M., R. T. WEBB, G. CONTI-RAMSDEN, 2019. Psycholinguistic and socioemotional characteristics of young offenders: Do language abilities and gender matter? Legal and Criminological Psychology. 24(2), 195-214.
WORLD HEALTH ORGANIZATION, 2018. International Classification of Diseases, 11th revision (ICD-11).
WRIGHT, L., T. PRING, S. EBBELS, 2018. Effectiveness of vocabulary intervention for older children with (developmental) language disorder. International Journal of Language & Communication Disorders. 53(3), 480-494.