Effects of Developmental Psychological Speech Therapy on Early Language Development (E-EST)
Résumé de l'étude
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)
Intervention étudiée
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)
Maladie en cours d'investigation
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)
Critères d'exclusion
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)
Lieu de l’étude
Berne, Luzern, Winterthur, Zurich
(BASEC)
Sponsor
PI/Sponsor: Dr. Katharina Winiker
(BASEC)
Contact pour plus d'informations sur l'étude
Personne de contact en Suisse
Anna Zimmermann-Stübe
+41 58 459 22 70
anna.zimmermann@cluttershlr.chSchweizer Hochschule für Logopädie Rorschach (SHLR)
(BASEC)
Informations générales
Schweizer Hochschule fr Logopdie Rorschach (SHLR)
0041 71 552 54 34
anna.zimmermann@cluttershlr.ch(ICTRP)
Informations scientifiques
Schweizer Hochschule f?r Logop?die Rorschach (SHLR)
0041 71 552 54 34
anna.zimmermann@cluttershlr.ch(ICTRP)
Nom du comité d'éthique approbateur (pour les études multicentriques, uniquement le comité principal)
Ethikkommission Ostschweiz EKOS
(BASEC)
Date d'approbation du comité d'éthique
24.02.2022
(BASEC)
Identifiant de l'essai ICTRP
DRKS00028191 (ICTRP)
Titre officiel (approuvé par le comité d'éthique)
Effekte der Entwicklungspsychologischen Sprachtherapie auf die frühe Sprachentwicklung (E-EST) (BASEC)
Titre académique
Effects of "Entwicklungspsychologische Sprachtherapie" on early language development (E-EST) - E-EST (ICTRP)
Titre public
Effects of "Entwicklungspsychologische Sprachtherapie" on early language development (E-EST) (ICTRP)
Maladie en cours d'investigation
F80.1
F80.2
F80.1Expressive language disorderReceptive language disorderExpressive language disorderF80.1F80.2F80.1 (ICTRP)
Intervention étudiée
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)
Type d'essai
interventional (ICTRP)
Plan de l'étude
Allocation: Non-randomized controlled study; Masking: Open (masking not used); Control: Other; Assignment: crossover; Study design purpose: treatment (ICTRP)
Critères d'inclusion/exclusion
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
Critères d'évaluation principaux et secondaires
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)
Date d'enregistrement
01.03.2022 (ICTRP)
Inclusion du premier participant
28.02.2023 (ICTRP)
Sponsors secondaires
non disponible
Contacts supplémentaires
Anna Zimmermann-Stbe, anna.zimmermann@shlr.ch, 0041 71 552 54 34, Schweizer Hochschule fr Logopdie Rorschach (SHLR) (ICTRP)
ID secondaires
SNCTP000004797 (ICTRP)
Résultats-Données individuelles des participants
No (ICTRP)
Informations complémentaires sur l'essai
http://drks.de/search/en/trial/DRKS00028191 (ICTRP)
Résultats de l'essai
Résumé des résultats
non disponible
Lien vers les résultats dans le registre primaire
non disponible