Home literacy for children with IDD (Biggs et al., 2023)

<strong>Purpose:</strong> The aim of this scoping review was to map the research literature published in English and in peer-reviewed journals related to the home literacy environment of children and youth aged 3–21 years with intellectual and developmental disabilities (IDD) who have significant support needs, including children with complex communication needs. <strong>Method: </strong>A systematic search was conducted in four databases, along with forward and backward searching. The search yielded 60 studies, which included intervention and nonintervention studies. Data were charted related to participant characteristics, study focus, intervention components, study design and methodological rigor, and study results. <strong>Results:</strong> Findings provided insight into multiple dimensions of the home literacy environment for children with IDD, including the nature of parent views, practices, and interaction styles during shared reading. Findings also revealed gaps in the literature, specifically related to (a) limited representation of subgroups of children and youth with IDD, (b) limited representation of diverse families and caregivers, and (c) concerns about methodological quality. <strong>Conclusion:</strong> This review identifies important directions for future research and suggests ways to improve the design and delivery of home literacy interventions for children and youth with IDD and their families, including through family-centered and culturally responsive models. <strong>Supplemental Material S1. </strong>Summary of key findings from nonintervention studies addressing descriptive and comparative questions about the home literacy environment. <strong>Supplemental Material S2.</strong> Summary of key findings from nonintervention studies addressing correlational research questions. Biggs, E. E., Arserio, A. P., Robison, S. E., &amp; Ross, M. E. (2023). Home literacy environment and interventions for children with intellectual and developmental disabilities: A scoping review. <em>Journal of Speech, Language, and Hearing Research</em>. Advance online publication. https://doi.org/10.1044/2023_JSLHR-22-00334

研究目的：本次范围综述（scoping review）旨在梳理已发表的英文同行评议期刊文献，聚焦于存在重度支持需求（包括存在复杂沟通需求）的3~21岁智力与发育障碍（intellectual and developmental disabilities, IDD）儿童青少年的家庭读写环境（home literacy environment）相关研究。研究方法：本研究通过四个数据库开展系统检索，并辅以正向与反向追溯检索。最终共纳入60项研究，涵盖干预类与非干预类研究。研究数据从参与者特征、研究主题、干预组件、研究设计与方法学严谨性、研究结果等维度进行整理提取。研究结果：结果揭示了智力与发育障碍儿童家庭读写环境的多个维度特征，包括家长在共读活动中的观念、实践方式与互动风格。同时研究也指出了现有文献存在的不足，具体包括：（1）智力与发育障碍儿童青少年亚群体的样本覆盖有限；（2）多元化家庭与照护者的代表性不足；（3）方法学质量存在担忧。研究结论：本综述明确了未来研究的重要方向，并提出优化智力与发育障碍儿童青少年及其家庭的家庭读写干预方案设计与实施路径的建议，包括采用以家庭为中心、契合文化背景的干预模式。补充材料S1：针对家庭读写环境描述性与比较性研究问题的非干预类研究关键结果汇总。补充材料S2：针对家庭读写环境相关性研究问题的非干预类研究关键结果汇总。Biggs, E. E., Arserio, A. P., Robison, S. E., & Ross, M. E. (2023). 智力与发育障碍儿童的家庭读写环境与干预：一项范围综述. Journal of Speech, Language, and Hearing Research, 网络预发表. https://doi.org/10.1044/2023_JSLHR-22-00334