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A Scoping Review of Intervention Outcomes for School Students With Communication Difficulties
Jane McCormack1, Kerry Ttofari2, Deborah Denman3,4,5
1School of Allied Health, Australian Catholic University, North Sydney, New South Wales.
Language, Speech, and Hearing Services in Schools
|December 3, 2024
Summary
Speech-language pathologists (SLPs) in schools often measure outcomes at the body function and activity levels. More research is needed on participation-level outcomes for school-aged children with speech, language, and communication difficulties (SLCD).
Area of Science:
- Speech-Language Pathology
- Pediatric Communication Disorders
- Rehabilitation Science
Background:
- Outcome measurement is crucial for speech-language pathologists (SLPs) in schools to assess intervention efficacy and guide practice.
- Considering both the level and impact of change is essential when selecting outcomes.
- The International Classification of Functioning, Disability and Health (ICF) provides a framework for classifying outcomes.
Purpose of the Study:
- To identify outcomes measured in intervention studies for school-aged children with speech, language, and communication difficulties (SLCD).
- To classify these outcomes using the ICF framework.
- To identify measurement tools used in research studies for SLCD.
Main Methods:
- A systematic literature search was conducted across five databases.
- Included articles were published in English between January 2000 and August 2021.
- A novel Taxonomy for Categorizing Outcome Measures for SLCD was developed for the review.
Main Results:
- 125 papers were included in the final review.
- The majority of studies (87.2%) measured outcomes at the Body Function level.
- Approximately half measured Activity-level changes, while only 19.2% explored Participation-level changes.
Conclusions:
- Body Function and Activity level changes do not always equate to real-world impact at the Participation level.
- Measuring Participation-level outcomes is vital for SLPs to demonstrate the impact of interventions and recommendations.
- There is a need for validated measurement tools to capture Participation-level changes in school-aged children with SLCD.
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