A systematic review and classification of interventions for speech-sound disorder in preschool children
- Submitting institution
-
Manchester Metropolitan University
- Unit of assessment
- 3 - Allied Health Professions, Dentistry, Nursing and Pharmacy
- Output identifier
- 1681
- Type
- D - Journal article
- DOI
-
10.1111/1460-6984.12371
- Title of journal
- International Journal of Language & Communication Disorders
- Article number
- -
- First page
- 446
- Volume
- 53
- Issue
- 3
- ISSN
- 1368-2822
- Open access status
- Compliant
- Month of publication
- January
- Year of publication
- 2018
- URL
-
http://e-space.mmu.ac.uk/619817/
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
3
- Research group(s)
-
E - Communication Disability
- Citation count
- 11
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- This systematic review focused on classification of interventions for speech-sound disorder (SSD) in preschool children. The systematic review was guided by the principles outlined in the Cochrane Collaboration methodology and addressed an important issue in preschool children. The review established a preliminary evidence base in which different intervention types have been trialled and explored through small-scale studies. It also provided initial evidence to enable researchers to explore the facets of a particular approach to intervention. In addition, it has allowed for the understanding of issues relating to delivery, which can inform both clinical practice. The paper has provided a proposed model for classification of intervention studies in SSD and the evidence to support interventions within the model.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -
