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A systematic review and classification of interventions for speech‐sound disorder in preschool children
Open accessAbstract
Background: Multiple interventions have been developed to address speech sound disorder (SSD) in children. Many of these have been evaluated but the evidence for these has not been considered within a model which categorizes types of intervention. The opportunity to carry out a systematic review of interventions for SSD arose as part of a larger scale study of interventions for primary speech and language impairment in preschool children. Aims: To review systematically the evidence for interventions for SSD in preschool children and to categorize them within a classification of interventions for SSD. Methods & Procedures: Relevant search terms were used to identify intervention studies published up to 2012, with the following inclusion criteria: participants were aged between 2 years and 5 years, 11 months; they exhibited speech, language and communication needs; and a primary outcome measure of speech was used. Studies that met inclusion criteria were quality appraised using the single case experimental design (SCED) or PEDro‐P, depending on their methodology. Those judged to be high quality were classified according to the primary focus of intervention. Outcomes & Results: The final review included 26 studies. Case series was the most common research design. Categorization to the classification system for interventions showed that cognitive–linguistic and production approaches to intervention were the most frequently reported. The highest graded evidence was for three studies within the auditory–perceptual and integrated categories. Conclusions & Implications: The evidence for intervention for preschool children with SSD is focused on seven out of 11 subcategories of interventions. Although all the studies included in the review were good quality as defined by quality appraisal checklists, they mostly represented lower‐graded evidence. Higher‐graded studies are needed to understand clearly the strength of evidence for different interventions.
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“Notably, with regards to Wren and colleagues’ classification of intervention approaches (Wren et al. 2018), both SayBananas! and staRt can be categorised primarily as production‐oriented, with a basis in principles of motor learning (Maas et al. 2008).”
From Self‐Supervised App‐Based Speech Training for Children With Speech Sound Disorder—A Single‐Case Experimental Design Study (2026) · cites this paper as Wren et al. 2018
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“For phonological SSD, intervention typically has a cognitive‐linguistic focus, engaging the child in tasks highlighting phonological contrasts they are currently not expressing (Baker and McLeod 2004; Wren et al. 2018).”
From Self‐Supervised App‐Based Speech Training for Children With Speech Sound Disorder—A Single‐Case Experimental Design Study (2026) · cites this paper as Wren et al. 2018
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Cited by
Sorted by citations
Re-Evaluating Evidence for Best Practice in Paediatric Speech-Language Pathology
Dodd, B. (2021) · Folia Phoniatrica et Logopaedica · doi:10.1159/000505265 · Cited by 12
Carl, M., Rudyk, E., Shapira, Y., Rusiewicz, H. L., & Icht, M. (2024) · Journal of Speech, Language, and Hearing Research · doi:10.1044/2024_jslhr-24-00009 · Cited by 9
Strömbergsson, S., Edlund, E., Pettersson, M., Phan, N., & Kurimo, M. (2026) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.70163
Metadata
- Authors
- Wren, Y., Harding, S., Goldbart, J., & Roulstone, S.
- Affiliations
- North Bristol NHS Trust (GB)
- Manchester Metropolitan University (GB)
- Corresponding author
- Wren, Yvonne
- Venue
- International Journal of Language & Communication Disorders
- Publisher
- Wiley
- Published
- 2018-01-16
- Volume
- 53
- Issue
- 3
- Pages
- 446-467
- ISSN
- 1368-2822 (ISSN-L)
- 1460-6984
- OpenAlex
- W2783033959
- Cited by
- 67
- References
- 2
- Citations by year
- 2026: 9 · 2025: 12 · 2024: 8 · 2023: 10 · 2022: 7 · 2021: 6 · 2020: 5 · 2019: 7 · 2018: 3
- FWCI
- 1.12
- Type
- journal article
- Language
- en
- Open access
- green
- e-space.mmu.ac.uk
- Locations
- International Journal of Language & Communication Disorders (publishedVersion)
- PubMed (publishedVersion)
- e-space (Manchester Metropolitan University) (acceptedVersion)
- Bristol Research (University of Bristol) (acceptedVersion, other-oa)
- UWE Research Repository (UWE Bristol) (submittedVersion, cc-by)
- Funders
- National Institute for Health Research (RP‐PG‐0109‐1)
- Department of Health
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Health Sciences › Health Professions › Speech and Hearing › Voice and Speech Disorders
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Phonetics and Phonology Research
- Keywords
- speech sound disorders, preschool children, speech intervention, intervention classification, level of evidence, single-case experimental design, speech and language impairment
- MeSH terms
- Child, Preschool, Female, Humans, Linguistics, Male, Speech Therapy, Cognitive Behavioral Therapy, Speech Sound Disorder
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