Exploring Tasmanian speech-language pathologists' perspectives on grammar intervention priorities and protocols for children with developmental language disorder: Preliminary findings from a participatory action research approach.

Abstract

Purpose: Children with developmental language disorder are likely to face challenges related to grammar difficulties. Existing empirically supported grammar interventions are typically developed using an expert model without acknowledging the community voices of clinicians who deliver such interventions. This project aims to explore the perspectives of Tasmanian speech-language pathologists on grammar intervention priorities and protocols for developmental language disorder through a participatory action research approach.

Method: We report on preliminary evidence gathered through semi-structured interviews with speech-language pathologists who work with children with developmental language disorder with associated grammar difficulties. Qualitative data were analysed through reflexive thematic analysis to determine collaboratively prioritised actions for future research.

Result: Responses from speech-language pathologists indicate that: Grammar is viewed as the critical framework for language, providing grammar intervention takes skill and even experienced clinicians are honing their craft, and there are professional tensions and challenges implementing grammar intervention at a contextual level.

Conclusion: The speech-langauge pathologists perspectives endorse the need for evidence-based grammar interventions while calling for additional support to embed its use in practice. Future phases of the research project are discussed, including research priorities for ongoing community contributions to drive how the intervention can be best implemented to meet the needs of its intended consumers.