Publication: Sound Start Study Main Results

Today our paper from the Sound Start Study describing the main findings of the study was accepted for publication

Reference:

McLeod, S., Baker, E., McCormack, J., Wren, Y., Roulstone, S. Crowe, K., Masso, S., White, P., & Howland, C. (2017, in press). Cluster randomized controlled trial evaluating the effectiveness of computer-assisted intervention delivered by educators for children with speech sound disorders. Journal of Speech, Language, and Hearing Research. 

Abstract:

Purpose: To evaluate the effectiveness of computer-assisted input-based intervention for children with speech sound disorders (SSD). 

Method: The Sound Start Study was a cluster randomized controlled trial. Seventy-nine early childhood centers were invited to participate, 45 were recruited, and 1,205 4- to 5-year-old children’s parents/educators returned questionnaires. Children whose parents/educators had concerns about speech were assessed (n=275); 132 children who were identified with phonological impairment of unknown origin underwent additional assessment. Children with SSD and no receptive language or hearing difficulties, typical non-verbal intelligence, and English as their primary language were eligible; 123 were randomized (Intervention n=65; Control n=58); 3 withdrew. Intervention involved Phoneme Factory Sound Sorter software administered by educators over 9 weeks; Control involved typical classroom practices. Participants were re-assessed twice by a speech-language pathologist (SLP) blinded to the initial assessment and intervention conditions. 

Results: For the primary outcome variable (percentage of consonants correct), the significant mean change from pre- to post-intervention for the Intervention group (mean change+6.15, p<.001) was comparable in magnitude to the significant change for the Control group (mean change+5.43, p<.001) with a small between groups effect size for change (Cohen’s d=0.08). Similar results occurred for measures of emergent literacy, phonological processing, participation, and wellbeing. 

Conclusion: Computer-assisted input-based intervention administered by educators did not result in greater improvement than typical classroom practices.