Oral Sensory-Motor Intervention for Children and Adolescents (3- 18 Years) with Developmental or Early Acquired Speech Disorders: A Review of the Literature 2000-2017

CentralAnnals of Otolaryngology and RhinologyCite this article: McAllister A, Brodén M, Gonzalez Lindh M, Krüssenberg C, Ristic I, et al. (2018) Oral Sensory-Motor Intervention for Children and Adoles-cents (3-18 Years) with Developmental or Early Acquired Speech Disorders – A Review of the Literature 2000-2017. Ann Otolaryngol Rhinol 5(5): 1221.*Corresponding authorAnita McAllister, Division of Speech and Language Pathology, CLINTEC, Karolinska Institute, Karolinska University Hospital, 171 77 Stockholm, Sweden, Tel: 46701700880, Email: Submitted: 12 November 2018Accepted: 28 November 2018Published:29 November 2018ISSN: 2379-948XCopyright© 2018 McAllister et al. OPEN ACCESS Keywords• Motor learning• Speech sound disorder• Apraxia• Dysarthria AbstractObjectives: The aim of this study was to investigate the level of scientific evidence for different sensory-motor interventions in children and adolescents with motor speech disorders. A final aim was to identify key motor learning principles in these methods. Methods: A review of the literature published 2000-2017, including sensory-motor intervention for children and adolescents (3-18 years) with congenital, developmental or early acquired disabilities affecting speech, was performed. The literature search included the databases PubMed, CINAHL, Medline, Speech BITE, OVID, ERIC, Cochrane and Google Scholar. Identified primary studies were evaluated using Grading of Recommendations, Assessment, Development and Evaluation. Results: Forty-four studies, reporting results following 16 sensory-motor intervention methods for different motor speech disorders, fulfilled inclusion criteria. Of these, three were randomized controlled trials. Scientific evidence varied between strong and insufficient. Rapid Syllable Transition Treatment was the only method rated as high scientific evidence for children with childhood apraxia of speech. Several methods reached medium high scientific evidence with studies reporting improved speech accuracy, loudness or voice quality. The most common motor learning principle was high frequency interventions with ≥two sessions/week. Children with syndromes had longer reported treatment periods.Conclusions: Rapid Syllable Transition Treatment is recommended for children with childhood apraxia of speech. In several patient groups evidence is low or lacking consequently there is a need for high quality intervention studies to guide clinician