Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound An
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REVIEW
Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review Monica L. Bellon-Harn
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Lekeitha R. Morris1 Vinaya Manchaiah1,2 William E. Harn1 ●
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Accepted: 21 September 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract No review to date has focused on evaluating the use of videos and digital media in parent-implemented interventions for parents of children with primary language or speech sound disorder (LD/SSD). Research objectives guiding this scoping review included an evaluation of (a) use of videos and/or other digital media in parent-implemented interventions; (b) use of videos and/or other digital media in asynchronous content; (c) the role of the parent as learner; and (d) the program impact on parents and children. This review followed a five-stage framework: (a) identify research questions; (b) identify relevant studies; (c) select studies; (d) chart the data; and (e) collate, summarize and report the results. Ten studies were included. No program included parents of children with speech disorders. One fully asynchronous program was identified, though many programs included videos concurrent with direct instruction. No study described the parent as learner and only four studies examined parent satisfaction and perceptions. These four studies directly measured specific parent behavior and results indicated that the programs had a positive impact on parents’ interactions. Nine of the ten studies included child outcomes. This low volume of studies suggests limited work in this area. The review describes research gaps and future directions. Keywords Parent-implemented Communication disorders Digital intervention Speech sound disorders Language disorders ●
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Highlights Parent-implemented interventions using asynchronous instructional content indicate promise. ● Parent-implemented interventions for children with LD/SSD infrequently use asynchronous instructional content. ● Evaluations of programs using self-managed or asynchronous instructional content is lacking. ●
Language disorders (LD) in children refer to significant impairment in the acquisition and use of language across modalities due to deficits in comprehension and/or production across any of the five language domains (i.e., phonology, morphology, syntax, semantics, pragmatics) (Owens 2014). Speech sound disorders (SSD) in children refer to any difficulty with perception, motor production,
* Monica L. Bellon-Harn [email protected] 1
Department of Speech and Hearing Sciences, Lamar University, Beaumont, TX, USA
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Department of Speech and Hearing, School of Allied Health Sciences, Manipal University, Manipal, Karnataka, India
and/or phonological representation of speech sounds that impact speech intelligibility (Bernthal et al. 2017). Although prevalence data is problematic due to sampling issues and methods used to identify LD and SSD, prevalence data for children wi
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