ArticleChildren (Basel, Switzerland)2025
Concurrent Targeting of Expressive Vocabulary and Speech Comprehensibility in Pre-Schoolers with Developmental Language Disorder and Phonological Speech Sound Disorder Features: A Survey of UK Practice.
Article in Children (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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3 authors.
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Abstract
BACKGROUND/
objectivesSpeech sound disorder (SSD) and developmental language disorder (DLD) are common childhood disorders of communication that can also co-occur. This study investigated the reported content, format and delivery of UK speech and language therapists' (SaLTs) practice when delivering intervention for pre-school children with co-occurring SSD/DLD features when expressive vocabulary and speech comprehensibility are prioritised areas. The findings can be used to inform the development of future interventions and enable reflection on current practice.
methodsA quantitative online survey via Qualtrics enabled the statistical analysis of intervention components from SaLTs from across the UK. The survey questions were based on prior research and the input of an expert steering group. The data were analysed through descriptive statistics.
resultsThere were 108 full responses from across the UK. For both target areas, the responses highlighted a preference for functional intervention targets, holistic delivery of intervention techniques in different environments, and incorporation of techniques into a variety of activities. Most respondents (97.5%) reported that they would also target phonological awareness (PA), with syllable segmentation being the most commonly reported PA target area for inclusion. Overall, 82.4% of respondents said they would consider dosage when providing their intervention.
conclusionsThe findings highlight similarities in UK SaLT practice when targeting aspects of both speech (comprehensibility) and language (expressive vocabulary) concurrently, and an emphasis on functional communication, in addition to being guided by developmental norms. The implications for clinical practice and the development of future interventions are discussed.
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