How effective is speech and language therapy?;Wie wirksam ist sprachtherapie?

Kindheit und Entwicklung

Volumn 18, Issue 4, 2009, Pages 213-221

  von Suchodoletz, Waldemar ^a  

^a LUDWIG MAXIMILIANS UNIVERSITY   (Germany)

Author keywords

Developmental language disorders; Efficacy; Speech and language therapy

Indexed keywords

EID: 70350517796     PISSN: 09425403     EISSN: None     Source Type: Journal    
DOI: 10.1026/0942-5403.18.4.213     Document Type: Review

References (49)

1. Aram, D. M., Ekelman, B. L. & Nation, J. E. (1984). Preschoolers with language disorders: 10 years later. Journal of Speech, Language and Hearing Research, 27, 232-244.
2. Baker, L. & Cantwell, D. P. (1987). A prospective psychiatric follow-up of children with speech/language disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 26, 546-553.
3. Beitchman, J. H., Brownlie, E. B., Inglis, A., Wild, J. & Mathews, R. et al. (1994). Seven-year follow-up speech/language-impaired and control children: Speech/language stability and outcome. Journal of the American Academy of Child and Adolescent Psychiatry, 33, 1322-1330.
4. Berwanger, D. & Suchodoletz, W. v. (2007). Auditive Verarbeitungsgeschwindigkeit und Sprachleistungen: Evaluation eines Zeitverarbeitungstrainings. Monatsschrift Kinderheilkunde, 155, 68-73.
5. Bishop, D. M., Adams, C. & Rosen, S. (2006). Resistance of grammatical impairment to computerized comprehension training in children with specific and non-specific language impairments. International Journal of Language and Communication Disorders, 41, 19-40.
6. Bode, H. (2001). Sprachentwicklungsstörungen im Vorschulalter - Ist die Behandlung effektiv? Kinderbrztliche Praxis, 72, 298-303.
7. Bode, H., Schröder, H. & Waltersbacher, A. (2008). Heilmittel-Report 2008. Stuttgart: Schattauer.
8. Bowyer-Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., Gotz, K. & Hulme, C. (2008). Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry and Allied Disciplines, 49, 422-432.
9. Buschmann, A., Jooss, B., Rupp, A., Feldhusen, F., Pietz, J. & Philippi, H. (2009). Parent-based language intervention for two-year-old children with specific expressive language delay: A randomised controlled trial. Archives of Disease in Childhood, 94, 110-116.
10. Camarata, S. M., Nelson, K. E. & Camarata, M. N. (1994). Comparison of conversational-recasting and imitative procedures for training grammatical structures in children with specific language impairment. Journal of Speech, Language and Hearing Research, 37, 1414-1423.
11. Cohen, W., Hodson, A., O'Hare, A., Boyle, J., Durrani, T., McCartney, E., Mattey, M., Naftalin, L. & Watson, J. (2005). Effects of computer-based intervention through acoustically modified speech (Fast ForWord) in severe mixed receptive-expressive language impairment: outcomes from a randomized controlled trial. Journal of Speech, Language and Hearing Research, 48, 715-729.
12. Cole, K. N. & Dale, P. S. (1986). Direct language instruction and interactive language instruction with language delayed preschool children: a comparison study. Journal of Speech, Language and Hearing Research, 29, 206-217.
13. Connell, P. (1987). An effect of modeling and imitation and interactive language instruction with language delayed pre-school children: A comparison study. Journal of Speech and Hearing Research, 30, 105-113.
14. Courtright, J. & Courtright, I. (1979). Imitative modeling as language intervention strategy: The effects of two mediating variables. Journal of Speech and Hearing Research, 22, 389-402.
15. Dannenbauer, F.M. (1999). Grammatik. In S. Baumgartner & I. Fssenich (Hrsg.), Sprachtherapie mit Kindern - Grundlagen und Verfahren (S. 105-161). München: Reinhardt.
16. Ebbels, S. H., van der Lely, H. K. & Dockrell, J. E. (2007). Intervention for verb argument structure in children with persistent SLI: A randomized control trial. Journal of Speech, Language and Hearing Research, 50, 1330-1349.
17. Gillam, R. B., Loeb, D. F., Hoffman, L. M., Bohman, T., Champlin, C. A., Thibodeau, L., Widen, J., Brandel, J. & Friel-Patti, S. (2008). The efficacy of Fast ForWord Language intervention in school-age children with language impairment: A randomized controlled trial. Journal of Speech, Language, and Hearing Research, 51, 97-119.
18. Glogowska, M. & Campbell, R. (2000). Investigating parental views of involvement in pre-school speech and language therapy. International Journal of Language and Communication Disorders, 35, 391-405.
19. Glogowska, M., Roulstone, S., Enderby, P. & Peters, T. J. (2000). Randomised controlled trial of community based speech and language therapy in preschool children. British Medical Journal, 321, 923-926.
20. Göllner, B. (2002). Qualität der Betreuung sprachentwicklungsgestörter Kinder aus Sicht der Eltern. In W. v. Suchodoletz (Hrsg.), Therapie von Sprachentwicklungsstörungen - Anspruch und Realität (S. 143-165). Stuttgart: Kohlhammer.
21. Hesketh, A., Dima, E. & Nelson, V. (2007). Teaching phoneme awareness to pre-literate children with speech disorder: A randomized controlled trial. International Journal of Language and Communication Disorders, 42, 251-271.
22. Hodge, T. & Downie, J. (2004). Together we are heard: Effectiveness of dailylanguag groups in a community pre-school. Nursing and Health Sciences, 6, 101-107.
23. Huntley, R. M., Holt, K. S., Butterfill, A. & Latham, C. (1988). A follow-up study of a language intervention programme. British Journal of Disorders of Communication, 23, 127-140.
24. Institut für Qualität und Wirtschaftlichkeit im Gesundheitswesen (2008). Früherkennungsuntersuchung auf umschriebene Entwicklungsstörungen des Sprechens und der Sprache. Vorbericht S06-01. Köln: IQWiG.
25. Johnson, C. J., Beitchman, J. H., Young, A., Escabar, M., Atkinson, L., Wilson, B., Brownlie, E. B., Douglas, L., Taback, N., Lam, I. & Wang, M. (1999). Fourteen-year follow-up of children with and without speech/language impairments: Speech/language stability and outcomes. Journal of Speech, Language, and Hearing Research, 42, 744-760.
26. Keilmann, A., Braun, L. & Napiontek, U. (2004). Emotional satisfaction of parents and speech-language therapists with outcome of training intervention in children with speech and language disorders. Folia Phoniatrica et Logopaedica, 56, 51-61.
27. Law, J., Garrett, Z. & Nye, C. (2004). The efficacy of treatment for children with developmental speech and language delay/disorder: a meta-analysis. Journal of Speech, Language, and Hearing Research, 47, 924-943.
28. Leonard, L. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.
29. Leonard, L. B., Camarata, S. M., Pawlowska, M., Brown, B. & Camarata, M. N. (2008). The acquisition of tense and agreement morphemes by children with specific language impairment during intervention: phase 3. Journal of Speech, Language and Hearing Research, 51, 120-125.
30. Marx, P., Weber, J.-M. & Schneider, W. (2005). Phonologische Bewusstheit und ihre Förderung bei Kindern mit Störungen der Sprachentwicklung. Zeitschrift für Entwicklungspsychologie und Pbdagogische Psychologie, 37, 80-90.
31. McLean, L. K. & Woods Cripe, J. (1997). The effectiveness of early intervention for children with communication disorders. In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 349-428). Baltimore: Brookes.
32. Merzenich, M. M., Jenkins, W. M., Johnston, P., Schreiner, C., Miller, S. L. & Tallal, P. (1996). Temporal processing deficits of language-learning impaired children ameliorated by training. Science, 271, 77-81.
33. Motsch, H.-J. (1984). Sprachliches Imitationslernen - oder was ntzt dem Kind ein gutes Sprachmodell? Vierteljahresschrift für Heilpädagogik, 53, 310-323.
34. Motsch, H.-J. (2006). Kontextoptimierung. Förderung grammatischer Fähigkeiten in Therapie und Unterricht. München: Reinhardt.
35. Motsch, H.-J. & Riehemann, S. (2008). Effects of "Context-Optimisation" on the acquisition of grammatical case in children with specific language impairment. An experimental evaluation in the classroom. International Journal of Language and Communication Disorders, 43, 683-698.
36. Nay, C., Forster, S. H. & Seaman, D. (1987). Effectiveness of language intervention with language/learning disabled children. Journal of Speech and Hearing Research, 52, 348-357.
37. Nelson, K. E., Camarata, S. M., Welsh, J., Butkovsky, L. & Camarata, M. (1996). Effects of imitative and conversational recasting treatment on the acquisition of grammar in children with specific language impairment and younger language-normal children. Journal of Speech, Language and Hearing Research, 39, 850-859.
38. Penner, Z. & Kölliker Funk, M. (1998). Therapie und Diagnose von Grammatikerwerbsstörungen. Luzern: Edition SZH.
39. Petermann, F. (2007). Praxisforschung in der Kinderverhaltens-therapie. Kindheit und Entwicklung, 16, 139-142.
40. Petermann, F. & Schmidt, M. H. (2006). Ressourcen - ein Grundbegriff der Entwicklungspsychologie und Entwicklungspsychopathologie? Kindheit und Entwicklung, 15, 118-127.
41. RCSLT - Royal College of Speech & Language Therapists (2005). Clinical Guidelines. Verfügbar unter: http://www. rcslt.org/ resources/RCSLT_Clinical_Guidelines.pdf [12.06.2009].
42. Ritterfeld, U. (2005a). Interventionsparadigmen bei Spracherwerbsstörungen: Therapeutische Dilemmata und deren Begründung. Heilpädagogik online, 4 (2), 4-26. Verfügbar unter: http://www.heilpaedagogik-online.com/2005/ heilpaedagogik_online_0205.pdf [12.06.2009].
43. Ritterfeld, U. (2005b). Interventionsprinzipien bei Spracherwerbsstörungen. Heilpädagogik online, 4 (3), 4-29. Verfügbar unter: http://www.heilpaedagogik-online.com/2005/ heilpaedagogik_online_0305.pdf [12.06.2009].
44. Segers, E. & Verhoeven, L. (2004). Computer-supported phonological awareness intervention for kindergarten children with specific language impairment. Language, Speech, and Hearing Services in Schools, 35, 229-239.
45. Siegmüller, J. & Kauschke, C. (2006). Patholinguistische Therapie bei Sprachentwicklungsstürungen. München: Urban & Fischer.
46. Snowling, M., Bishop, D. V. M. & Stothard, S. E. (2000). Is pre-school language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry, 41, 587-600.
47. Suchodoletz, W. v. (2004). Zur Prognose von Kindern mit umschriebenen Sprachentwicklungsstörungen. In W. v. Suchodoletz (Hrsg.), Welche Chancen haben Kinder mit Entwicklungsstörungen? (S. 155-199). Göttingen: Hogrefe.
48. Tallal, P., Miller, S. L., Bedi, G., Byma, G., Wang, X., Nagarajan, S. S., Schreiner, C., Jenkins, W. M. & Merzenich, M. M. (1996). Language comprehension in language-learning impaired children improved with acoustically modified speech. Science, 271, 81-84.
49. Warren, S. F., Fey, M. E., Finestack, L. H., Brady, N. C., Bredin-Oja, S. L. & Fleming, K. K. (2008). A randomized trial of longitudinal effects of low-intensity responsivity education/prelinguistic milieu teaching. Journal of Speech, Language and Hearing Research, 51, 451-470.