Research Appraisals
Evidence-based critical appraisals of the latest medical research, systematically evaluated using Oxford CEBM methodology.
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Journal of speech, language, and hearing research : JSLHR
Augmentative and Alternative Communication Generative Language Intervention: A Randomized Controlled Trial
PURPOSE: Children with a wide range of impairments such as cerebral palsy and childhood apraxia of speech can benefit from augmentative and alternative communication (AAC). When AAC is provided, it frequently focuses on improving basic pragmatic skills such as requesting or on early semantic skills such as vocabulary acquisition. To address this issue, the primary goal of this study was to evaluate the effects of implementing the AAC Generative Language Intervention (AAC-GLI) program on the aided expressive grammar of preschoolers with relatively intact receptive language skills who could benefit from AAC. METHOD: A randomized controlled trial was used to evaluate the results. A total of 40 children who required AAC participated in the control group, intervention group, or both groups. The families of both the control and intervention group participants received a half-day AAC workshop. The intervention group also received 28 play-based AAC-GLI sessions. Weighted mean length of utterance in symbols (W-MLUSym), which was developed specifically for aided communicators, was used to measure progress. RESULTS: The intervention group demonstrated superior effects on W-MLUSym compared with the control group. Additionally, growth modeling demonstrated that the intervention condition was a significant moderator of change over time, with children in the intervention condition having statistically significantly greater increases in W-MLUSym, while W-MLUSym for children in the control condition remained similar to baseline. DISCUSSION: AAC-GLI can be used to teach preschoolers with a range of impairments to improve their expressive grammar skills. Providing AAC intervention that focuses on grammatical growth is an important part of expressive language development for these young children.
13 June 2026
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Associations of socioeconomic status and nurturing environment with developmental outcomes in very preterm children without sensorimotor impairment: a secondary analysis of the INTACT study
UNLABELLED: The objective of this study is to retrospectively evaluate the associations between socioeconomic status (SES), including nurturing environment, and developmental quotients (DQ) at age 3 in children born very preterm with birth weight ≤ 1500 g. This secondary analysis used follow-up data from the Improvement of NICU Practices and Team Approach Cluster Randomized Controlled Trial. Participants born < 32 weeks' gestation without major sensorimotor impairments were stratified into three groups: 22-24, 25-27, and 28-31 weeks. Multiple linear regression evaluated the associations between prenatal SES and DQ scores of the Kyoto Scale of Psychological Development (KSPD), adjusted for sex, parity, gestational age, small for gestational age, multiple births, and facilities. Post-discharge SES variables were subsequently added to assess associations with nurturing environment. Of 2148 eligible survivors, 1978 underwent KSPD testing and 1846 caregivers completed SES questionnaires. Higher parental education was positively associated with total DQ across all groups: 22-24 weeks (β = 2.246, 95% CI 0.015-4.477), 25-27 weeks (β = 1.589, 95% CI 0.408-2.770), and 28-31 weeks (β = 1.299, 95% CI 0.315-2.282). Group childcare utilization was associated with higher total DQ: 22-24 weeks (β = 3.397, 95% CI 0.893-5.901), 25-27 weeks (β = 1.851, 95% CI 0.591-3.111), and 28-31 weeks (β = 2.617, 95% CI 1.613-3.620). These associations remained after adjustments for postnatal morbidities. CONCLUSION: Among children born very preterm without major sensorimotor impairments, parental education and group childcare utilization were independently associated with more favorable cognitive outcomes at age 3. These results suggest the importance of socioeconomic and environmental support in optimizing developmental outcomes for this vulnerable population. WHAT IS KNOWN: • Prenatal and postnatal SES are associated with developmental outcomes in both preterm and term children. In addition, daily group childcare environments influence child development in the general population. WHAT IS NEW: • Among very preterm children without major sensorimotor impairments, including those born at 22-24 weeks' gestation, parental education and group childcare utilization are independently associated with more favorable cognitive and language outcomes at age 3.
25 May 2026
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