Multilingual intervention systematic review (Crowe et al., 2021)

Purpose: There is a shortage of information on evidence-based interventions for supporting young multilingual children. The purpose of this review was to identify interventions that have been evaluated with preschool-age multilingual children with a speech and/or language disorder or who are at risk of poor speech, language, literacy, and/or educational outcomes.Method: This review considered speech, language, and early literacy interventions evaluated with preschool-age multilingual children with a speech and/or language disorder or who have been identified as being at risk of language difficulties (PROSPERO ID: 165892). The following electronic databases were searched: EBSCO (CINAHL Plus, ERIC, PsycINFO, Medline, Education) and Linguistics, Language, and Behavior Abstracts. Data were extracted describing article, participant, methodological, and intervention variables, and effect sizes. The Council for Exceptional Children’s (CEC) standards for evidence-based practice were used to examine the quality of studies.Results: Fifty-six relevant studies were identified in 52 articles and these studies described 4,551 participants who had speech sound disorder (six articles), developmental language disorder (11 articles), or were considered to be at risk (36 articles). The interventions targeted speech production (seven studies), language (45 studies), and early literacy (11 studies) skills. Most studies reported positive effects. Only 15 studies met all quality indicators specified by the CEC (2014) and these described 18 interventions targeting language and literacy skills. The only intervention with sufficient evidence to be considered an evidence-based practice was Nuestros Niños [Our Children] for children’s early literacy and phonological awareness skills.Conclusions: A number of high-quality studies exist that describe speech, language and/or literacy interventions for preschool-age multilingual children with a speech and/or language disorder, or who have been identified as being at risk of language difficulties. However, there remains limited evidence for specific interventions as to their ability to inform evidence-based practices.Supplemental Material S1. PRISMA table.Supplemental Material S2. Search strategy.Supplemental Material S3. Study information.Supplemental Material S4. Percentage of studies that addressed each quality indicator.Supplemental Material S5. Effect sizes for high quality interventions for each language examined.Crowe, K., Cuervo, S., Guiberson, M., & Washington, K. N. (2021). A systematic review of interventions for multilingual preschoolers with speech and language difficulties. Journal of Speech, Language, and Hearing Research. Advance online publication. https://doi.org/10.1044/2021_JSLHR-21-00073

目的：鉴于针对支持年轻多语种儿童基于证据的干预措施信息匮乏，本综述旨在识别已被评估用于学龄前多语种儿童，且这些儿童存在言语或语言障碍，或面临言语、语言、读写能力及/或教育成果不良风险的情形。方法：本综述纳入了针对学龄前多语种儿童言语、语言及早期读写能力干预措施的研究，这些儿童被确认为存在言语或语言障碍，或面临语言困难风险（PROSPERO ID: 165892）。检索了以下电子数据库：EBSCO（CINAHL Plus、ERIC、PsycINFO、Medline、Education）以及语言学、语言与行为摘要。提取了描述文章、参与者、方法论和干预变量的数据，以及效应量。采用特殊儿童理事会（CEC）基于证据实践的标准来评估研究质量。结果：在52篇文章中确定了56项相关研究，这些研究描述了4,551名参与者，他们存在语音障碍（6篇文章）、发育性语言障碍（11篇文章），或被视为存在风险（36篇文章）。干预措施旨在改善言语生成（7项研究）、语言（45项研究）及早期读写能力（11项研究）技能。大多数研究报道了积极的效果。仅有15项研究符合特殊儿童理事会（CEC）（2014年）规定的所有质量指标，这些研究描述了针对语言和读写能力的18项干预措施。唯一有足够证据支持被视为基于证据实践的干预措施是针对儿童早期读写能力和语音意识技能的“我们的孩子”计划。结论：存在多项高质量研究，描述了针对学龄前多语种儿童，存在言语、语言及/或读写障碍，或被认定为存在语言困难风险的儿童，其言语、语言及/或读写干预措施。然而，关于特定干预措施是否能指导基于证据的实践，仍缺乏充分证据。补充材料S1：PRISMA表格。补充材料S2：检索策略。补充材料S3：研究信息。补充材料S4：针对每个质量指标的文献比例。补充材料S5：针对每种语言的高质量干预措施的效应量。Crowe, K.，Cuervo, S.，Guiberson, M.，& Washington, K. N.（2021）。针对存在言语和语言困难的学龄前多语种儿童的干预措施的系统性综述。言语、语言和听力研究杂志。在线预发表。https://doi.org/10.1044/2021_JSLHR-21-00073。