| Title: |
Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study |
| Authors: |
Roulstone, SE; Marshall, JE; Powell, GG; Goldbart, J; Wren, YE; Coad, J; Daykin, N; Powell, JE; Lascelles, L; Hollingworth, W; Emond, A; Peters, TJ; Pollock, JI; Fernandes, C; Moultrie, J; Harding, SA; Morgan, L; Hambly, HF; Parker, NK; Coad, RA |
| Publisher Information: |
National Institute for Health Research Journals Library (NIHR Journals Library) |
| Publication Year: |
2015 |
| Collection: |
eSpace - Manchester Metropolitan University's Research Repository |
| Description: |
Background: The Child Talk study aimed to develop an evidence-based framework to support the decision-making of speech and language therapists (SLTs) as they design and plan interventions appropriate to the needs of individual children with primary speech and language impairments and their families. The need for early identification and effective intervention for these children continues to be a government policy priority because of the link between children’s early speech and language skills and their broader well-being and outcomes in later life. The first phase of Child Talk sought to map and describe current SLT practice for these children; identify and summarise the existing research evidence relating to practice; and investigate the perspectives of parents, early years practitioners, preschool children and ‘underserved’ communities on speech and language therapy. The second phase of Child Talk focused on the development of a toolkit – assessment tools, outcome measures and a data set – to support future service and economic evaluations of the framework. Methods: Child Talk adopted a mixed-methods design. Quantitative methods included surveys and investigated the prevalence and patterns of intervention usage; qualitative data collection methods included focus groups, interviews and reflection to investigate participants’ perspectives and understandings of interventions. Data analysis methods included descriptive and inferential statistics, thematic and content analysis and framework analysis. Participants were recruited nationally through six NHS sites, professional bodies, parent groups and advertising. Participants included SLTs (n = 677), parents (n = 84), preschool children (n = 24), early years practitioners (n = 31) and ‘underserved’ communities (n = 52). Key findings: Speech and language therapy interventions were characterised in terms of nine themes, viewed as comprehensive and inclusive by practitioners. Relevant assessments, interventions and outcome domains were identified for the nine themes. ... |
| Document Type: |
article in journal/newspaper |
| File Description: |
text |
| Language: |
English |
| Relation: |
https://e-space.mmu.ac.uk/618001/; https://www.journalslibrary.nihr.ac.uk/pgfar/#/ |
| Availability: |
https://e-space.mmu.ac.uk/618001/1/Roulstone%20et%20al%202015%20PGfAR%20Library%20final.pdf |
| Rights: |
in_copyright ; info:eu-repo/semantics/openAccess |
| Accession Number: |
edsbas.D7CC8978 |
| Database: |
BASE |