Project ProfileChild Talk: Evidence-Based Intervention for Pre-School Children with Primary Speech and Language Impairment - an exploratory mixed-methods study

Child Talk aimed to develop an evidence-based framework to support the decision-making of speech and language therapists as they design and plan interventions appropriate to the needs of individual children with primary speech and language impairments and their families. It achieved these aim by using mixed methods to describe SLTs’ practice and to obtain the views of parents, children, under-served communities and early years practitioners about speech and language development, impairment and interventions. Systematic reviews of research evidence were carried out, an assessmsnt toolkit was designed and outcome measures developed.

Principal InvestigatorProfessor Sue Roulstone (University of the West of England)

Lead MMU InvestigatorJulie Marshall

  • Start Date1 January, 2011
  • End Date30 March, 2014

Project TeamDr Julie Marshall, Professor Juliet Goldbart, Dr Sue Caton, Ms Elizabeth Lewis, Ms Karen Davies (PhD student)

External Providers and Collaborators

SLT services in 6 areas of England

Projects Aims

To develop an evidence-based framework to support the decision-making of speech and language therapists as they design and plan interventions appropriate to the needs of individual children with primary speech and language impairments and their families.

Activity

Phase one of the project involved interviewing SLTs using focus groups, and through an online survey, to describe their current practice. Early years practitoners were also interviewed about how they work with children with primary speech and language impairment (PSLI). Parents of children with PSLI were interviewed about their views and experiences of SLT. Typically developing children’s responses to usual SLT intervientions were investigated. Parents from communities identified by SLTs as being under–served by SLT services were interviewed to uncover their ideas about language development, delay and interventions. A framework of SLTs’ interventions was developed. A systematic review was undertaken to provide an evidence based which was mapped against the developed framework.

In Phase two, a toolkit was developed which consisted of assessment tools, outcome measures and dataset that can be used to support service and economic evaluation of the framework.

Output

During the project, and particularly towards the end, feedback was given to participants in the form of workshops. Conference presentations and workshops have been given in the UK and internationally. Papers are currently being written and submitted for publication. The final project report was published in August 2015 and can be found here.