‘Evaluating structure and content of parent-implemented early logopaedic intervention models following the three stages of communicative development in children with cleft lip and/or palate: Systematic literature review with narrative synthesis’

Background: The development of communication, speech and language follows three stages (development of the parent-child relationship, interactions and actual speech and language acquisition). Children born with cleft lip and/or palate are at increased risk of communicative problems while parents may be going through an emotionally difficult time. Early parent-implemented logopaedic intervention, that supports both parents and child is important. Three systematic reviews have examined the effects of early speech and language interventions, but not their structure and content.
Aims. To investigate which 'early parent-implemented logopaedic interventions' already exist for children with cleft lip and/or palate, and to evaluate their structure, content, and time of onset against the three stages of communicative development.
Methods: Six databases (PubMed, Embase, Web of Sciences, APA PsycInfo, Cinahl, and Scopus) were searched between inception and 31-03-2023 to identify published articles that reported early parent-implemented logopaedic interventions in children with cleft lip and/or palate, aged zero to three years, clearly describing the strategies used to train parents. Two authors independently assessed the eligibility of the studies. Quality assessment was conducted using the PEDro-P, SCED and the NIH pre-post-study tools. The structure and content of the interventions were analysed taking into account the needs and difficulties of both the parents and the child according to the three stages of communicative development.
Main contribution: The systematic literature search identified four studies that met the inclusion criteria. Three of them had a Level of Evidence III and one study had a Level of Evidence IV. Strategies appropriate for Stage 1 of communicative development (parent-child relationship) are well represented in only one study, but the psychosocial needs of parents are currently not included in these programmes. However, research shows that parental emotional difficulties can adversely impact a child's communicative development. Strategies appropriate for Stage 2 (promoting social interactions) are better represented. However, strategies appropriate for Stage 3 (acquiring correct speech and language patterns), are most represented in all intervention programmes.
Conclusions: Three out of four intervention programmes focus on Stage 3 (actual speech and language stimulation). Stage 1 is under-represented and the psychosocial needs of parents are currently not included in existing intervention programmes. Further research is needed in close collaboration with psychologists to construct a comprehensive, longitudinal, developmentally appropriate intervention programme that equally represents the three stages of communicative development and considers the psychosocial needs of parents.

Keywords: Cleft lip and/or Palate; Early Logopaedic Intervention; Parent Counselling; Parent-Child Relations; Systematic Review.