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Annotated bibliography: Language and Speech delay

1. Buzhardt, J., Greenwood, C. R., Jia, F., Walker, D., Schneider, N., Larson, A. L., ... & McConnell, S. R. (2020). Technology to guide data-driven intervention decisions: Effects on language growth of young children at risk for language delay. Exceptional children, 87(1), 74-91.

The authors in this study argue that data-driven decision-making (DDDM) is a perfect tool that helps educators identify students who are not responsive to the intervention and individualized instruction and monitor their response in multitier support systems. The research used a randomized control trials study to test and find evidence to support this hypothesis. The study is based on an online application that guides the DDDM as the intervention for the research. A group of educators who serve families with infants and toddlers in early head starts home-visiting programs from the population for the study. The study's finding from the randomized control trials reveals that children at the risk of language delay achieve significantly larger development and growth with educators using the proposed online application to guide the DDDM compared to educators who use self-guided approaches in their DDDM. This study concludes that advancement in technology plays a vital part in how well and efficiently educators can monitor and evaluate language and speech disorders in early childhood education.

2. CDC (2022, May 11). Language and Speech Disorders in Children. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/developmentaldisabilities/language-disorders.html

On this page provided by the Center for Disease Control and Prevention (CDC), it is apparent that a child is typically born ready to learn a language. The family background is the first environment from which a child starts to learn a given language. However, learning a language takes time, and everyone learns differently. For example, learning a language based on different aspects such as sound, words, and sentences is easy for some children. On the other hand, some children can find difficulties with learning a language based on these aspects. Parents and caregivers, the first people from whom a child learns a language, can help differently. For instance, they can respond to the first conversation a child makes, repeat what a child says and add to it, talk about the thing that a child can see, or even ask a question and listen to the answers. Other approaches such as reading a book, telling stories, singing songs, and sharing rhymes are also effective ways that a parent or caregiver can use to help a child learn a language. Therefore, it is essential background information that can be added as part of the study to understand the concept of language and speech development in children.

3. Ciccone, N., Hennessey, N., & Stokes, S. F. (2012). Community‐based early intervention for language delay: a preliminary investigation. International journal of language & communication disorders, 47(4), 467-470.

In this article, Ciccone, Hennessey, and Stokes focus on investigating the changes in child language development interaction after using a trial parent-focused early intervention (PEI) program. The research is based on the perspective and concept provided in some research evidence that PEEI can be used as part of the clinical resources. Since the study uses elementary school students as participants, it also involves their parents in the PEEI program. The researchers use a pre-and post-program assessment approach to investigate and measure the potential of the PEEI program to change child language and interaction. The results from this study reveal that attending a PEEI program has a significant potential to increase children's communicative interaction, vocabulary size, and language skills. This positive influence provides intervention strategies and a clinical approach that healthcare providers can use to help children at risk of language and speech delay. The study uses quantitative methods to analyze the result of the research. It provides evidence-based information which reveals the potential of PEEI as a clinical resource for addressing language and speech problems in children.

4. Feldman, H. M. (2005). Evaluation and management of language and speech disorders in preschool children. Pediatric Rev, 26(131), 40.

In this study, Feldman clearly describes the critical milestone in language and speech development, outlines indicators for evaluating language and speech delay, and differentiates global delay, autism, and language disorder. The author also identifies a differential diagnosis for language and speech delay, evaluate management option for a child with hearing loss, justify early intervention for children with language/speech delays, and discuss treatment options available for this problem. He further evaluates the effectiveness of the therapy for language and speech disorders. Through a qualitative research design, the researchers in this study reveal that the normal milestone in language and speech development is influenced by age, receptive skills, and expressive skills. During different stages of growth and development, a child is expected to develop and acquire different receptive and expressive skills. For instance, the authors argue that at birth, a child should have different receptive skills, such as being able to turn to the source of the sound and showing a preference for voice and interest in faces. At this stage, a child is also expected to express emotion by crying. Based on this concept, the author further suggests that at different ages, from birth to seven years old, there are various indications that a healthcare provider can use for delays and disorders of language and speech. For instance, the author suggests that as of 12 months, factors such as no verbal routines, failure to use terms such as "mama" or "dada," or loss of previous language/social development skills are indicators that call for the need to further evaluate a child for language and speech delay/disorder. The context provided by the author of this study also reveals that interventions such as Parent Report Inventories, audiological assessment, and a comprehensive interdisciplinary development assessment can help to effectively assess and determine whether a child has language and speech delay. Finally, the author recommends that treating language and speech delays should follow the principle of chronic care management. He also suggests that it is essential for a parent to note that children with language and speech disorders are at risk for learning or psychiatric disorder development and may require a long-term follow-up in the future. This quantitative study is dynamic and detail-oriented and therefore has the potential to provide many concepts and ideas that apply to the research topic.

5. Jullien, S. (2021). Screening for language and speech delay in children under five years. BMC pediatrics, 21(1), 1-7.

The author of this article, Jullien, uses a qualitative study and evidence-based information, which reveals that several recommendations vary significantly in their accuracy and effectiveness. However, the primary purpose of this study is to provide evidence-based information on whether universal screening for language and speech delays can improve the short-term and long-term outcomes of children with language and speech delays. The study asks important questions explaining why people should or should not use universal screening intervention for language and speech delays in children under five. For instance, the study's result shows that although several screening tools are recommended, there is no single one that has the best characteristic for screening. The author also reveals that although there is evidence that targeted intervention can improve some speech and language delays, there is no evidence on how such interventions can improve short-term and long-term outcomes. These are exciting areas that an individual can search further to fill this gap; hence, this article can provide some good ideas on the best areas to focus on for this study.

6. Kruythoff‐Broekman, A., Wiefferink, C., Rieffe, C., & Uilenburg, N. (2019). Parent‐implemented early language intervention program for late talkers: parental communicative behavior change and child language outcomes at 3 and 4 years of age. International Journal of Language & Communication Disorders, 54(3), 451-464.

According to the authors in this article, late language is a risk factor for developmental language disorder. The authors also believe that parent-based early language intervention programs positively affect children's receptive/expressive language skills. Nonetheless, the authors and researchers feel that the long-term effectiveness of this intervention has not been well explored, hence the purpose of this study. To fill this gap, the researcher used a quasi-experimental study based on a longitudinal design to evaluate the medium and long-term effects of using a parent-based early language intervention program to improve children's receptive/expressive language skills. The result of the study reveals that a parent-based early language intervention has a significant positive effect on the long-term impact on children's acquiring receptive/expressive language skills such as expressive syntax and communicative behaviors. The insight from this study provides essential information which emphasizes the need to identify the long-term effectiveness of an intervention to improve receptive and expressive language skills for children with language and speech delays. It also reveals that it is essential to have an ongoing monitoring procedure for late takers with expressive language delay.

7. Martin, D., & Miller, C. (2012). Speech and language difficulties in the classroom. David Fulton Publishers.

The Authors, Martin and Miller, in this book are interested in human communication within the classroom environment to draw attention to how communication is such a vital part of life. The authors use the implication perspective to expound on the challenges and difficulties students with language and speech delays can face in a classroom during social interaction and relationships. In this book, it is apparent that communication is a collection of different elements and forms based on the science of languages, such as conversation, speech, sounds, grammar, and movement, which hold some form of content or meaning. In other words, the researcher and author in this study define communication as a form of a coded message requiring another person or the listener to decode it to understand the person's communication. Therefore, when it comes to language development in children, different interconnected factors come into play for one to become an effective communicator. Some of them include having a person to have a conversation with, an environment to learn from the nature and structure of a given language, and a general cognitive development framework that offers a child a visual approach to master and becoming familiar with different ways to think and communicate. This book shows that children learn to speak by taking advantage of other peoples' language, such as parents, elder siblings, and the surrounding environment. A child uses different aspects to learn how to communicate, such as auditory, visual, movement, listening, memory and perception. Therefore, language development in children is a complex process in a virtual household environment, alone in an education/curriculum-based environment. The author of this study argues that language in education is based on a different framework that requires a child to develop even more complex skills. In general, this study reveals that family and educational background are the key factors that play a part in children's language and speech development process and progress. The two learning languages in the curriculum are the most complex and demanding for children.

8. Maryland's Department of Education (2022). Maryland's Infants and Toddlers Program. Marylandpublicschools.org. https://marylandpublicschools.org/programs/Pages/Special-Education/MITP/index.aspx

Maryland Department of Education reveals that the Maryland Infant and Toddlers Program (MITP) is a family-centered system of early intervention services for young children with developmental disorders/delays. IT is a customizable system that any family can use to identify the strength and weaknesses of their child during their first four years of early childhood development. Generally, MITP is based on the regulatory requirements set by Maryland's government in part c of the Individual with Disabilities Education Act (IDEA). It is designed to meet the developmental needs of infants and toddlers with disability from birth to two years of age. It is also a government-sponsored program as one of the best interventions based on the principle of helping families and the community deliver the service needed for infants and toddlers with disability.

Furthermore, it is an interagency and well-coordinated system that can meet the need of infants and toddlers with disability at the state level. Based on the information from this webpage, these services are used as the intervention for this study. It is a promising intervention for either family-centered or community-centered interventions.

9. Morgan, L., Delehanty, A., Dillon, J. C., Schatschneider, C., & Wetherby, A. M. (2020). Early social communication and vocabulary production measures predict language outcomes at two and three years in late-talking toddlers. Early childhood research quarterly, 51, 366-378.

The authors in this study focus on determining the extent to which early social communication and vocabulary production can predict variance in language outcome at two and three years of age. The research is based on 408 participants who completed the communication and symbolic behavior scale. Caregiver questionnaire and behavior sample (SCBS CQ and SCBS BS) are used 2.at an average of 20 months, a language development survey (LDS) at an average of 24 months, and a Mullen Scales of early learning (MSEL) at an average of 25 months. There is also a subgroup of 198 children aged three years old that completed the second mullen scale of early learning. The researchers use the regression and correlation method to examine the association among the LDS, CSBS, CQ, CSBS BS, and MSEL. The result of this study reveals a moderate to significant correlation among LDS, CSBS, CQ, CSBS BS, and MSEL in predicting the expressive and receptive language outcome for children aged two and three years old. This information shows that early social communication vocabulary productions are reliable for predicting expressive and receptive language outcomes.

10. Munro, N., Baker, E., Masso, S., Carson, L., Lee, T., Wong, A. M. Y., & Stokes, S. F. (2021). Vocabulary acquisition and usage for late talkers treatment: Effect on expressive vocabulary and phonology. Journal of Speech, Language, and Hearing Research, 64(7), 2682-2697.

The authors in this article focus on examining the effect of vocabulary acquisition and usage for late talker (VAULT) treatment on expressive vocabulary and phonology of toddlers. The researcher used four speech-language pathologists to deliver the therapy twice weekly for eight weeks to three late-talking toddlers aged 21-25 months. The researchers also assessed the toddlers' expressive vocabulary and phonology pre and posted the case experimental treatment. The result of the study reveals that all the toddlers had increased production of target words to a range of 73-169 words and expressive vocabulary and increased phonetic inventories from three to seven consonants within the period of treatment. In addition, the parents of all the toddlers also accept their child's treatment and family. The context in this article provides essential information on concepts such as expressive vocabulary, phonology, and parent acceptance which can form a critical part of a study on language and speech delay.