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

Purpose: 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.Method: 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.Results: 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.Conclusion: 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.Supplemental Material S1. Summary of key findings from nonintervention studies addressing descriptive and comparative questions about the home literacy environment.Supplemental Material S2. Summary of key findings from nonintervention studies addressing correlational research questions.Biggs, E. E., Arserio, A. P., Robison, S. E., & Ross, M. E. (2023). Home literacy environment and interventions for children with intellectual and developmental disabilities: A scoping review. Journal of Speech, Language, and Hearing Research, 66(6), 2118–2140. https://doi.org/10.1044/2023_JSLHR-22-00334

目的：本次范围综述旨在梳理发表于英文及同行评审期刊中，与3至21岁具有显著支持需求的智力与发育障碍（IDD）儿童及青少年家庭读写环境相关的学术文献。方法：在四个数据库中进行了系统性检索，并辅以正向和反向检索。检索结果包括60项研究，涵盖了干预和非干预研究。数据整理涉及参与者特征、研究焦点、干预组成部分、研究设计及方法论严谨性，以及研究结果。结果：研究发现为智力与发育障碍儿童家庭读写环境的多个维度提供了洞见，包括家长在共读过程中的观点、行为及互动方式。研究亦揭示了文献中的不足，具体包括：（a）智力与发育障碍儿童及青少年子群体的代表性不足，（b）多元家庭和照护者的代表性不足，以及（c）方法论质量方面的担忧。结论：本综述指出了未来研究的重要方向，并提出了改进智力与发育障碍儿童及其家庭家庭读写干预设计及实施的建议，包括以家庭为中心和文化适应性模型。补充材料S1：非干预研究针对家庭读写环境描述性和比较性问题的关键发现总结。补充材料S2：非干预研究针对相关性研究问题的关键发现总结。Biggs, E. E., Arserio, A. P., Robison, S. E., & Ross, M. E. (2023). 家庭读写环境与智力与发育障碍儿童干预：范围综述。言语、语言和听力研究杂志，66(6)，2118–2140. https://doi.org/10.1044/2023_JSLHR-22-00334