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EVIDENCE

Co-occurring SSD & DLD in the early years

The articles listed have been selected as they have direct relevance to clinical practice in this area. The list is by no means exhaustive. If you have read an interesting paper which you think could be added, do get in touch. 

Articles listed may vary in quality. We would encourage all practicing SLTs to apply their skills in critical appraisal when using an article as evidence. The Critical Appraisal Tools Programme (CASP) provides some valuable guidance for this.

 

AREA

- Clinical characteristics
- Identification/diagnosis

Speech abilities in preschool children with speech sound disorder with and without co-occurring language impairment (Macrae and Tyler, 2014)

Analysis of speech error patterns for children with isolated SSD vs children with co-occurring SSD and Language Impairment

AREA

- Clinical risk

- Clinical trajectory

Prevalence and Predictors of Persistent Speech Sound Disorder at Eight Years Old: Findings From a Population Cohort Study (Wren, Miller, Peters, Emond and Roulstone, 2015)


Analysis of risk factors for persistent SSD at 8 years of age based using data from the Avon Longitudinal Study of Parents and Children (ALSPAC)

AREA

- Clinical risk
- Clinical trajectory

Speech production abilities of 4-to 5-year-old children with and without a history of late talking: The tricky tyrannosaurus (Sze Yuen Neam, Baker, Hodges and Munro, 2019)

Investigation of the link between late talking and future/persisting speech difficulties, including data on the range and type of speech errors

AREA

 -Clinical risk

- Clinical trajectory

- Impact on literacy/education

When does speech sound disorder matter for literacy?: The role of disorder speech errors, co-occurring language impairment, and family-risk of dyslexia (Hayiou-Thomas, Carroll, Leavett, Hulme and Snowling, 2017)

Explores the relationship between SSD at 3 years and literacy difficulties at 5 and 8 years, considering additional factors such as co-occurring language impairment and family history of dyslexia

AREA

- Clinical risk
- Clinical trajectory

Speech sound disorder at 4 years: Prevalence, comorbidities, and predictors in a community cohort of children (Eadie, Morgan, Ukoumunne, Eecen, Wake and Reilly, 2015

Explores predictors for SSD using data from the Early Language in Victoria Study (ELVS), including co-occurring language impairment

  

AREA

- Approaches to intervention

Direct and Indirect Effects of Stimulating Phoneme Awareness vs. Other Linguistic Skills in Preschoolers With Co-occurring Speech and Language Impairments (Tyler, Gillon, Macrae and Johnson, 2011)

Compares outcomes (speech production, oral language and phoneme awareness) from two interventions: 1) integrated phoneme/speech intervention, and 2) alternating speech/morphosyntax intervention

AREA

- Approaches to intervention

Outcomes of Different Speech and Language Goal Attack Strategies (Tyler, Lewis, Haskill and Tolbert, 2003)

Assessed phonological and morphosyntactic change in children receiving therapy with 4 different goal attack strategies, 1) phonology first then morphosyntax, 2) morphosyntax then phonology, 3) alternate between phonology and morphosyntactic goals weekly, 4) work on both phonological and morphosyntactic goals in each session

AREA

- Approaches to intervention

Intervention for co-occurring speech and language difficulties: Addressing the relationship between the two domains (Seeff-Gabriel, Chiat and Pring, 2012)

Case study of a child receiving combined therapy for speech production and morphosyntax

AREA

- Approaches to intervention

Preschoolers with phonological and language disorders: Treating different linguistic domains (Tyler and Sandoval, 1994)

Compares a combined intervention for language and phonology vs either phonology or language intervention

AREA

- Approaches to intervention

Effects of grammar facilitation on the phonological performance of children with speech and language impairments (Fey, Cleave, Ravida, Long, Dejmal and Easton, 1994)

Investigates if two (separate) grammar interventions had an indirect impact on 

phonological output

AREA

- Clinical risk
- Clinical trajectory
- Impact on literacy/education

Preschool Speech Intelligibility and 8-Year Literacy: A Moderated Mediation Analysis (Jin, Eadie, Nes and Røysamb, 2020)

Identifies mediators between speech intelligibility at 5 years and literacy skills at 8 years, including broader language skills 

AREA

- Approaches to intervention

Treatment Effects on Speech Intelligibility and Length of Utterance in Children with Specific Language and Intelligibility Impairments (Yoder, Camarata and Gardner, 2005)

Assessed the impact of 'Broad Target Recasts' on speech intelligibility and length of utterance with children presenting with severe phonological and expressive language impairment