Overview
 

What are reviews of research and how can they help you?
Research findings are reported in individual articles. A review is a survey of findings from many articles. As you start searching for research evidence, reviews save you time by providing a list of references and an overview of findings that address an issue. Conclusions are based on accumulated evidence, not by just on the findings of one individual study. Conclusions also reflect the expertise and opinions of the review's author(s).

 

What are CCKM Catalogues of Research Reviews?
Reviews save time by presenting the results of many studies in one document. Catalogues save time by presenting many reviews in one document. CCKM creates Catalogues of Reviews for practitioners, policy analysts, researchers, and others who need quick and easy access to research resources. CCKM Catalogues provide plain language summaries about individual reviews, overviews of findings across reviews, and a landscape of review characteristics and methods.
 

To find out more about CCKM Catalogues of Research Reviews click here. To request more information about CCKM Catalogue construction including time and costs, contact Kathleen Bloom at kbloom@cckm.ca

 


 

Landscape of the Catalogue of Paediatric Speech Language Pathology Reviews
 

Country of Origin of the Review's Principal Author?

 

Country

# of Reviews

Australia

2

Belgium

1

Canada

8

Denmark

1

Germany

1

Iceland

1

Scotland

1

United Kingdom

13

United States

37

N.B. Studies within review may have originated  from any country or several countries.

 

Types of Reviews?

 

# of Reviews

Narrative

Systematic

Meta-Analyses

56

9

3

N.B. Not all systematic reviews included meta-analyses, statistical summaries of results across studies. Not all meta-analyses used systematic methods to identify and select studies.

 

Systematic Methods?

 

# of Reviews

Defined Search Strategies

Inclusion Criteria

Reliability Tests of Inclusion

10

17

8 

 

Number of Studies Reviewed?

 

How Do We Know?

# of Studies

22 reviews specified # of studies bearing on conclusions

353

43 reviews did not specify # of studies bearing on conclusions
(We used total # of referenced citations as a proxy)

2364

Estimated total # of studies reviewed in Catalogue

2717

 

Ages of Children Studied?

 

Range of Ages

# of Reviews

Preschool

47

K – Grade 3

49

Grades 4 – 8

40

Grades 9-12

20

Not Reported

9

Many reviews assessed more than one of the above age ranges

 

Issues Addressed by the 65 Reviews?

 

Issues

# of Reviews

Etiology

Assessment

Intervention

Total

Assisted & Augmented Communication

0

0

3

3

Dysphagia, Dysarthria, Voice, & Apraxia

2

0

6

8

Fluency

2

1

9

12

Language in Special Populations

3

2

8

13

Language Delays & Disorders

15

7

7

29

Reviews That Connect Language to Literacy?

Language in Special Populations: Assessment
Justice, L. M., Invernizzi, M. A., & Meier, J. D. (2002). Designing and implementing an early literacy screening protocol: Suggestions for the speech-language pathologist. Language, Speech, and Hearing Services in Schools, 33, 84-101.


Language in Special Populations: Intervention

Warr-Leeper, G. A. (2001). A review of early intervention programs and effectiveness research for environmentally disadvantaged children. Journal of Speech-Language Pathology and Audiology, 25, 89-102. 

Speech & Language Delays and Disorders: Etiology
Ekins, E., & Schneider, P. (2006). Predicting reading abilities from oral language skills: A critical review of the literature. Journal of Speech Language Pathology and Audiology, 30, 26-36.


Speech & Language Delays and Disorders: Assessment
Laing, S. P., & Kamhi, A. (2003). Alternative assessment of language and literacy in culturally and linguistically diverse populations. Language, Speech, and Hearing Services in Schools, 34, 44-55.

Speech & Language Delays and Disorders: Intervention

Justice, L. M., & Ezell, H. K. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in Schools, 35, 185-193.
 

Kaderavek, J., & Justice, L. M. (2002). Shared storybook reading as an intervention context: Practices and potential pitfalls. American Journal of Speech-Language Pathology, 11, 395-406.


Kaderavek, J. N., & Justice, L. M. (2004). Embedded-explicit emergent literacy intervention II: Goal selection and implementation in the early childhood classroom. Language, Speech & Hearing Services in Schools, 35, 212-228.

The Catalogue of Paediatric Speech Language Pathology Reviews
Citation List

Ballard, K. J. (2001). Response generalization in apraxia of speech treatments: Taking another   look. Journal of Communication Disorders. Special Issue: Clinics Issue: Peering into the Future, 34, 3-20.

Bopp, K. D., Brown, K. E., & Mirenda, P. (2004). Speech-language pathologists' roles in the delivery of positive behavior support for individuals with developmental disabilities. American Journal of Speech-Language Pathology, 13, 5-19.  

Bourassa, D. C., & Treiman, R. (2001). Spelling development and disability: The importance of     linguistic factors. Language, Speech, and Hearing Services in Schools, 32, 172-181.

Brackenbury, T., & Pye, C. (2005). Semantic deficits in children with language impairments: Issues for clinical assessment. Language, Speech, and Hearing Services in Schools, 36, 5-16.

Capone, N. C., & Mcgregor, K. K. (2004). Gesture development: A review for clinical and research practices. Journal of Speech, Language, and Hearing Research, 47, 173-186.

Carter, J. A., Lees, J. A., Murira, G. M., Gona, J., Neville, B. G. R., & Newton, C. R. J. C. (2005). Issues in the development of cross-cultural assessments of speech and language for children. International Journal of Language & Communication Disorders, 40, 385-401.

Casby, M. W. (2001). Otitis media and language development: A meta-analysis. American Journal of Speech-Language Pathology, 10, 65-80.

Clark, H. M. (2003). Neuromuscular treatments for speech and swallowing: A tutorial. American   Journal of Speech-Language Pathology, 12, 400-415.

Cone-Wesson, B. (2005). Prenatal alcohol and cocaine exposure: Influences on cognition, speech, language, and hearing. Journal of Communication Disorders, 38, 279-302.

Diggle, T., McConachie, H. R., & Randle, V. R. L. (2002). Parent-mediated early intervention for    young children with autism spectrum disorder. The Cochrane Database of Systematic Review,     Issue 2. Art. No.: CD003496. DOI: 10.1002/14651858.CD003496.

Dworkin, J. P., Marunick, M. T., & Krouse, J. H. (2004). Velopharyngeal dysfunction: Speech  characteristics, variable etiologies, evaluation techniques, and differential treatments. Language, Speech, & Hearing Services in Schools, 35, 333-352.

Einarsdottir, J., & Ingham, R. J. (2005). Have disfluency-type measures contributed to the  understanding and treatment of developmental stuttering? American Journal of Speech- Language Pathology, 14, 260-273.

Eisenberg, S. L., Fersko, T. M., & Lundgren, C. (2001). The use of MLU for identifying language impairment in preschool children: A review. American Journal of Speech-Language Pathology, 10, 323-342.

Ekins, E., & Schneider, P. (2006). Predicting reading abilities from oral language skills: A critical  review of the literature. Journal of Speech Language Pathology and Audiology, 30, 26-36.

Fey, M. E., Long, S. H., & Finestack, L. H. (2003). Ten principles of grammar facilitation for children with specific language impairments. American Journal of Speech-Language Pathology, 12, 3-15.

Finn, P. (2003). Addressing generalization and maintenance of stuttering treatment in the schools: A critical look. Journal of Communication Disorders, 36, 153-164. 

Finn, P. (2003). Evidence-based treatment of stuttering: II. clinical significance of behavioral  stuttering treatments. Journal of Fluency Disorders, 28, 209-218.

Friel-Patti, S., Loeb, D. F., & Gillam, R. B. (2001). Looking ahead: An introduction to five     exploratory studies of fast ForWord. American Journal of Speech-Language Pathology. Special Forum on Fast ForWord, 10, 195-202.

Gilman, M., & Yaruss, J. S. (2000). Stuttering and relaxation: Applications for somatic education in stuttering treatment. Journal of Fluency Disorders, 25, 59-76.

Glennen, S. (2002). Language development and delay in internationally adopted infants and      toddlers: A review. American Journal of Speech-Language Pathology, 11, 333-339.

Hall, N. E. (2004). Lexical development and retrieval in treating children who stutter. Language,     Speech, and Hearing Services in Schools, 35, 57-69.

Hill, E. L. (2001). Non-specific nature of specific language impairment: A review of the literature     with regard to concomitant motor impairments. International Journal of Language &     Communication Disorders, 36, 149-171.

Hooper, C. R. (2004). Treatment of voice disorders in children. Language, Speech, & Hearing      Services in Schools, 35, 320-326.

Justice, L. M., & Ezell, H. K. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in Schools, 35, 185-193.

Justice, L. M., Invernizzi, M. A., & Meier, J. D. (2002). Designing and implementing an early     literacy screening protocol: Suggestions for the speech-language pathologist. Language, Speech, and Hearing Services in Schools, 33, 84-101.

Kaderavek, J. N., & Justice, L. M. (2004). Embedded-explicit emergent literacy intervention II:      Goal selection and implementation in the early childhood classroom. Language, Speech &      Hearing Services in Schools, 35, 212-228.

Kaderavek, J., & Justice, L. M. (2002). Shared storybook reading as an intervention context:    Practices and potential pitfalls. American Journal of Speech-Language Pathology, 11, 395- 406.

Kehoe, M. M. (2001). Prosodic patterns in children's multisyllabic word productions. Language,     Speech, and Hearing Services in Schools, 32, 284-294.

Kohnert, K., Yim, D., Nett, K., Kan, P. F., & Duran, L. (2005). Intervention with linguistically diverse preschool children: A focus on developing home language(s). Language Speech and Hearing Services in Schools, 36, 251-263.

Laing, S. P., & Kamhi, A. (2003). Alternative assessment of language and literacy in culturally and linguistically diverse populations. Language, Speech, and Hearing Services in Schools, 34, 44-55.

Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (2000). Prevalence and natural history of     primary speech and language delay: Findings from a systematic review of the literature.      International Journal of Language & Communication Disorders, 35, 165-188.

Law, J., Garrett, Z., & Nye, C. (2003). Speech and language therapy interventions for children      with primary speech and language delay or disorder., Issue 3. Art. No.: CD004110. DOI: 10.1002/14651858.CD004110.

Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental      speech and language delay/disorder: A meta-analysis. Journal of Speech, Language, and      Hearing Research, 47, 924-943.

Laws, G., & Bishop, D. V. M. (2004). Verbal deficits in Down's syndrome and specific language      impairment: A comparison. International Journal of Language & Communication Disorders, 39, 423-451.

McCann, J., & Peppé, S. (2003). Prosody in autism spectrum disorders: A critical review.      International Journal of Language & Communication Disorders, 38, 325-350.

McLeod, S., Doorn, J., & Reed, V. A. (2001). Normal acquisition of consonant clusters. American Journal of Speech-Language Pathology, 10, 99-110. 

Messer, D., & Dockrell, J. E. (2006). Children's naming and word-finding difficulties: Descriptions and explanations. Journal of Speech, Language, and Hearing Research, 49, 309-325.

Mirenda, P. (2003). Toward functional augmentative and alternative communication for students     with autism: Manual signs, graphic symbols, and voice output communication aids. 203-216.

Montgomery, J. W. (2002). Understanding the language difficulties of children with specific      language impairments: Does verbal working memory matter? American Journal of Speech-     Language Pathology, 11, 77-91.

Montgomery, J. W. (2003). Working memory and comprehension in children with specific      language impairment: What we know so far. Journal of Communication Disorders, 36, 221- 231.

Nippold, M. A. (2002). Stuttering and phonology: Is there an interaction? American Journal of      Speech-Language Pathology, 11, 99-110.

Nittrouer, S. (2002). From ear to cortex: A perspective on what clinicians need to understand about speech perception and language processing. Language, Speech, and Hearing Services in      Schools, 33, 237-252.

Pederson, M., & McGlashan, J. (2001). Surgical versus non-surgical interventions for vocal cord     nodules. The Cochrane Database of Systematic Reviews, Issue 2. Art. No.:CD001934. DOI:      10.1002/14651858.CD001934.

Pennington, L., Goldbart, J., & Marshall, J. (2004). Interaction training for conversational partners of children with cerebral palsy: A systematic review. International Journal of Language & Communication Disorders, 39, 151-170.

Pennington, L., Goldbart, J., & Marshall, L. (2003). Speech and language therapy to improve the     communication skills of children with cerebral palsy. The Cochrane Database of Systematic      Reviews, Issue 3. Art. No.: CD003466.pub2. DOI: 10.1002/14651858.CD003466.pub2.

Ratner, N. B. (2004). Caregiver-child interactions and their impact on children's fluency:      Implications for treatment. Language, Speech, and Hearing Services in Schools, 35, 46-56.

Roy, N., & Bless, D. M. (2000). Personality traits and psychological factors in voice pathology: A foundation for future research. Journal of Speech Language and Hearing Research, 43,  737- 748. 

Rvachew, S., Hodge, M., & Ohberg, A. (2005). Obtaining and interpreting maximum performance tasks from children: A tutorial. Journal of Speech-Language Pathology and Audiology, 29, 146-156.

Saltuklaroglu, T., & Kalinowski, J. (2005). How effective is therapy for childhood stuttering?      Dissecting and reinterpreting the evidence in light of spontaneous recovery rates. International      Journal of Language and Communication Disorders, 40, 359-374.

Sapienza, C. M., Ruddy, B. H., Baker, S., (2004). Laryngeal structure and function in the pediatric larynx: Clinical applications. Language, Speech, and Hearing Services in Schools, 35, 299-307.

Schlosser, R. W. (2004). Goal attainment scaling as a clinical measurement technique in      communication disorders: A critical review. Journal of Communication Disorders, 37, 217- 239.

Schuele, C. M. (2001). Socioeconomic influences on children's language acquisition. Journal of      Speech Language Pathology and Audiology, 25, 77-88.

Sell, D. (2005). Issues in perceptual speech analysis in cleft palate and related disorders: A      review. International Journal of Language & Communication Disorders, 40, 103-121.

Sigafoos, J., Drasgow, E., Reichle, J., O'Reilly, M., Green, V. A., & Tait, K. (2004). Tutorial:     Teaching communicative rejecting to children with severe disabilities. American Journal of      Speech-Language Pathology, 13, 31-42.  

Sirianni, J. P. (2004). Psychological stress and language processing in school-aged children.      Journal of Speech-Language Pathology and Audiology, 28, 112-121.

Steele, C. M. (2004). Electrical stimulation of the pharyngeal swallow: Does the evidence support application in clinical practice? Journal of Speech-Language Pathology and Audiology, 28, 78-84.

Stow, C., & Dodd, B. (2003). Providing an equitable service to bilingual children in the UK: A    review. International Journal of Language & Communication Disorders, 38, 351-377.

Thomas, C., & Howell, P. (2001). Assessing efficacy of stuttering treatments. Journal of Fluency      Disorders, 26, 311-333.

Togher, L. (2001). Discourse sampling in the 21st century. Journal of Communication Disorders. Special Issue: Clinics Issue: Peering into the Future, 34, 131-150.

Van Borsel, J., Maes, E., & Foulon, S. (2001). Stuttering and bilingualism: A review. Journal of      Fluency Disorders, 26, 179-205.

Velleman, S. L., & Vihman, M. M. (2002). Whole-word phonology and templates: Trap, bootstrap, or some of each? Language, Speech, and Hearing Services in Schools. Special Issue: Recent Advances in Phonological Theory and Treatment, 33, 9-23.

Venkatagiri, H. S. (2005). Recent advances in the treatment of stuttering: A theoretical      perspective. Journal of Communication Disorders, 38, 375-393.

Warr-Leeper, G. A. (2001). A review of early intervention programs and effectiveness research for environmentally disadvantaged children. Journal of Speech-Language Pathology and Audiology, 25, 89-102.

Weiss, A. L. (2004). Why we should consider pragmatics when planning treatment for children who stutter. Language, Speech, and Hearing Services in Schools, 35, 34-45.

Woods, J. J. & Wetherby, A. M. (2003). Early identification of and intervention for infacts and      toddlers who are at risk for Austism Spectrum Disorder. Language, Speech, & Hearing Services in Schools, 34, 180-193.

 

 

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