Delivering language intervention at scale: promises and pitfalls
Delivering language intervention at scale: promises and pitfalls
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大规模提供语言干预：承诺和陷阱
DOI：
10.1111/1467-9817.12391
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发表时间：
2022
影响因子：
2.7
通讯作者：
C. Hulme
中科院分区：
文献类型：
--
作者：
M. Snowling;G. West;Silke Fricke;Claudine Bowyer‐Crane;Julia Dilnot;Denise Cripps;Marysia Nash;C. Hulme
背景：现在有大量证据表明，向小组提供语言干预可以有效提高语言技能，从而巩固正规学校教育的基础。然而，在自然环境中大规模实施此类干预措施时仍然存在挑战。方法：我们回顾了三项随机试验，这些试验旨在评估早期语言计划的影响，然后再与言语和语言专业人士合作进行大型有效性试验。我们在实施科学的框架内考虑研究结果。结果：我们发现，与政策主导的阅读和数学干预措施相比，语言干预措施在主流环境中并未得到优先考虑。除此之外，交付的其他障碍包括准备和安排原始会议所需的时间、缺乏关于交付要求的沟通以及语言筛选的必要性。成功的关键是班主任和助教的支持。然而，大多数利益相关者的反馈大多是积极的，并且发现干预措施对儿童语言产生积极影响，初步证据表明干预措施对行为和阅读理解能力有影响。结论：虽然许多教育工作者认识到语言对于交流的重要性，但口语干预的好处直到最近才被政策制定者优先考虑。我们建议，在主流环境中成功实施和采用循证语言干预措施所面临的挑战可以通过与利益相关者更好的沟通以及研究人员和专业同事（包括高级领导、教师、助教、言语和语言治疗师和心理学家）之间的合作来解决。在设计干预措施时必须考虑实施问题，而成功地做到这一点需要多学科的努力。
Background: There is now substantial evidence that language interventions delivered to small groups can be effective for improving language skills and hence strengthen-ing the foundation for formal schooling. However, there are remaining challenges when delivering such interventions in naturalistic environments at scale. Method: We re fl ect on three randomised trials designed to evaluate the impact of an early years language programme, prior to the implementation of a large effectiveness trial, delivered in partnership with speech and language professionals. We consider fi ndings within a framework from implementation science. Results: We found that, in contrast to policy-led interventions for reading and mathematics, language interventions are not prioritised in mainstream settings. Aside from this, other obstacles to delivery were the time taken to prepare and to timetable original sessions, lack of communication about the requirements of delivery and the need for language screening. Crucial to success was the support from the class teacher of teaching assistants delivering the intervention. However, feedback was largely positive from most stakeholders, and the intervention was found to have a positive impact on children ’ s language with preliminary evidence for effects on behaviour and on reading comprehension. Conclusions: While many educators recognise the importance of language for communication, the bene fi ts of oral language interventions are only recently becoming prioritised by policy-makers. We propose that challenges to successful delivery and adoption of evidence-based language interventions in mainstream settings can be remedied through better communication with stakeholders and collaboration between researchers and professional colleagues including senior leaders, teachers, teaching assistants, speech and language therapists and psychologists. It is imperative to take account of issues of implementation when designing an intervention and to do this successfully is a multidisciplinary enterprise.
早期语言筛查和干预可以成功地大规模实施：来自整群随机对照试验的证据。
DOI：
10.1111/jcpp.13415
发表时间：
2021
期刊：
Journal of child psychology and psychiatry, and allied disciplines
影响因子：
--
作者：
West G
通讯作者：
West G