Effects of Developmental Psychological Speech Therapy on Early Language Development (E-EST)
Zusammenfassung der Studie
For years, in Switzerland, children with delayed or disturbed language development have been treated with developmental psychological speech therapy before entering kindergarten. For individual cases, there are indications that the mentioned intervention positively influences the language development of children (Bürki 2007, Zollinger 2015, Vetsch Good et al. 2021). However, the intervention has not yet been systematically studied on a larger sample. The planned study aims to investigate the effects of developmental psychological speech therapy on a larger sample (N = 30). To this end, we will collect data on linguistic (language production, speech reception) and non-linguistic abilities (communicative participation, competencies in play and/or individuation development) at the beginning, at the end, and three months after a three-month developmental psychological speech therapy. For a control group, we will also collect the mentioned abilities three months before the start of the therapy phase. To capture the effects of developmental psychological speech therapy, we will compare the changes in the mentioned areas that the children in the control group make during the waiting phase with the changes that the children in the intervention group make during the therapy phase. Furthermore, in both groups, we will investigate whether at the end of the therapy phase, the performances in the various areas are higher than at the beginning of the therapy phase. Additionally, in both groups, we will investigate whether the abilities in the various areas at the end of the consolidation phase (which follows the therapy phase) are higher than at the beginning of the consolidation phase.
(BASEC)
Untersuchte Intervention
The intervention studied is developmental psychological speech therapy. Developmental psychological speech therapy has been used in Switzerland for years to treat children with delayed or disturbed language development before entering kindergarten. Developmental psychological speech therapy occurs in phases. During the therapy phase, children receive developmental psychological speech therapy twice a week for 45-50 minutes. The speech therapy takes place in the practice of the treating speech therapist. During speech therapy, the speech therapist plays with the child and works with appropriate methods of developmental psychological therapy to build reliable ideas and symbolic structures, support individuation processes, and establish secure language understanding. After three months, there is a three-month therapy break, during which the knowledge gained during the therapy phase should be consolidated. The speech therapists who carry out the intervention are specialized and have completed corresponding training (annual course "Early Detection and Early Therapy of Children with Language Developmental Disorders" or CAS "Language Acquisition Disorders in Infants and Preschoolers").
(BASEC)
Untersuchte Krankheit(en)
The children studied are those who show abnormalities in language development before their third birthday or who do not use language after their second birthday. In Switzerland, such children are often treated with "developmental psychological speech therapy." Developmental psychological speech therapy is a holistic approach in which the speech therapist plays with the child. This strengthens the construction of reliable ideas and symbolic structures and supports the development of individuation, allowing the child to discover language as a means of communication and representation.
(BASEC)
Children will be included in the study who are a maximum of 39 months old at the start of the study and show a delay in language development. However, fine motor skills must be age-appropriate. (BASEC)
Ausschlusskriterien
Children who have a hearing impairment or a genetic syndrome will be excluded from the study. Likewise, children who are delayed in all areas of development and thus show a general developmental delay will be excluded from the study. Also, children who do not yet receive regular input in German at the start of the study will be excluded from the study. (BASEC)
Studienstandort
Bern, Luzern, Winterthur, Zürich
(BASEC)
Sponsor
PI/Sponsor: Dr. Katharina Winiker
(BASEC)
Kontakt für weitere Auskünfte zur Studie
Kontaktperson Schweiz
Anna Zimmermann-Stübe
+41 58 459 22 70
anna.zimmermann@cluttershlr.chSchweizer Hochschule für Logopädie Rorschach (SHLR)
(BASEC)
Allgemeine Auskünfte
Schweizer Hochschule fr Logopdie Rorschach (SHLR)
0041 71 552 54 34
anna.zimmermann@cluttershlr.ch(ICTRP)
Wissenschaftliche Auskünfte
Schweizer Hochschule f?r Logop?die Rorschach (SHLR)
0041 71 552 54 34
anna.zimmermann@cluttershlr.ch(ICTRP)
Name der bewilligenden Ethikkommission (bei multizentrischen Studien nur die Leitkommission)
Ethikkommission Ostschweiz EKOS
(BASEC)
Datum der Bewilligung durch die Ethikkommission
24.02.2022
(BASEC)
ICTRP Studien-ID
DRKS00028191 (ICTRP)
Offizieller Titel (Genehmigt von der Ethikkommission)
Effekte der Entwicklungspsychologischen Sprachtherapie auf die frühe Sprachentwicklung (E-EST) (BASEC)
Wissenschaftlicher Titel
Effects of "Entwicklungspsychologische Sprachtherapie" on early language development (E-EST) - E-EST (ICTRP)
Öffentlicher Titel
Effects of "Entwicklungspsychologische Sprachtherapie" on early language development (E-EST) (ICTRP)
Untersuchte Krankheit(en)
F80.1
F80.2
F80.1Expressive language disorderReceptive language disorderExpressive language disorderF80.1F80.2F80.1 (ICTRP)
Untersuchte Intervention
Group 1: Entwicklungspsychologische Sprachtherapie according to Zollinger (two times a week 45-50min during three months)
Group 2: waiting control group (this group also receives therapy with EST but only after a waiting period in which no intervention is planned) (ICTRP)
Studientyp
interventional (ICTRP)
Studiendesign
Allocation: Non-randomized controlled study; Masking: Open (masking not used); Control: Other; Assignment: crossover; Study design purpose: treatment (ICTRP)
Ein-/Ausschlusskriterien
Inclusion criteria: -Children that meet the following criteria at the beginning of the study are integrated into the study:
-Children with a maximum of 39 but a minimum of 24 months old
-Children with age-appropriate practical-gnostic skills and delays in the areas of play and/or individuation development (measured with the Entwicklungsprofil from Zollinger)
-Children have a therapy-relevant receptive and/or productive language development delay
-Children have no hearing disorders or syndromes
-Children receive a minimum of three half-days of German input per week
In addition, only children who do not receive any additional treatment therapies (e.g. ergotherapy, physiotherapy, early curative education) are included in the study. (ICTRP)
Exclusion criteria: see above
Primäre und sekundäre Endpunkte
In the intervention group, the abilities in language reception and production, communicative participation and the skills in playing and individuation development are recorded at three measurement times. T1 represents the beginning of the intervention, T2 the end of the intervention and T3 the check-up,approximately three-months after the end of the treatment. In the waiting control group, the survey extends to four measurement times. In this group, T1 is the clarification, which is followed by a waiting phase of about three months before the therapy starts. In this group, T2 represents the start of the intervention, T3 the end of the intervention and T4 the check-up after a three-month therapy break.
In order to record the changes in language skills at the different measurement times, the SETK-2 (Grimm 2016) resp. the SETK 3-5 (Grimm et al. 2015) is used. The parent questionnaire FOCUS�-34-G (Neumann et al. 2018) is applied to record communicative participation. Competences in play and individuation development are recorded using the �Entwicklungsprofil� (Zollinger 2015).
The primary aim is to compare the progress made by the intervention group during the treatment with the progress made by the waiting control group during the waiting phase. (ICTRP)
Secondarily, it is examined whether the abilities in speech production, speech reception, communicative participation, play development and individuation development are higher at the end of the intervention than at the beginning of the intervention, regardless of the group assignment.
It is also researched in both groups whether the skills in the areas mentioned are higher at the end of the consolidation phase than at the beginning of the consolidation phase. (ICTRP)
Registrierungsdatum
01.03.2022 (ICTRP)
Einschluss des ersten Teilnehmers
28.02.2023 (ICTRP)
Sekundäre Sponsoren
nicht verfügbar
Weitere Kontakte
Anna Zimmermann-Stbe, anna.zimmermann@shlr.ch, 0041 71 552 54 34, Schweizer Hochschule fr Logopdie Rorschach (SHLR) (ICTRP)
Sekundäre IDs
SNCTP000004797 (ICTRP)
Angaben zur Verfügbarkeit von individuellen Teilnehmerdaten
No (ICTRP)
Weitere Informationen zur Studie
http://drks.de/search/en/trial/DRKS00028191 (ICTRP)
Ergebnisse der Studie
Zusammenfassung der Ergebnisse
nicht verfügbar
Link zu den Ergebnissen im Primärregister
nicht verfügbar