Evaluating a Targeted Language Intervention for Children Aged 4–6 Years—Applying an ‘Information Carrying Words’ Approach

IF 2.1 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

International Journal of Language & Communication Disorders Pub Date : 2025-05-12 DOI:10.1111/1460-6984.70047

Sarah Spencer, Laura Pearce, Karlene Calder, Alice Woods, Abigail Andrews, Judy Clegg

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LEAP sessions are designed to be child-led, building language skills through application of communication supporting strategies (CSS) such as modelling, recasting and inviting communicative participation via choices and expectant pausing.</p>\n </section>\n \n <section>\n \n <h3> Aims</h3>\n \n <p>This study aims to evaluate the impact of trainee speech and language therapists (SLTs) delivering LEAP on the language skills of primary school children (aged 4–6 years).</p>\n </section>\n \n <section>\n \n <h3> Methods and Procedures</h3>\n \n <p>One hundred eighteen children were selected by their teachers. Participating children were semi-randomly allocated to either a control group (<i>n</i> = 48) or to a group that received 12 sessions of LEAP over 6 weeks (<i>n</i> = 70). A smaller sub-cohort was followed up 8 weeks following the end of LEAP (received LEAP <i>n</i> = 41, control group <i>n</i> = 46). LEAP was delivered by trainee SLTs to small groups of children. 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引用次数: 0

Abstract

Background

Very little research has investigated the use of the information carrying words (ICW) construct within language interventions, despite its very widespread use in speech and language therapy in the United Kingdom. The Language Enrichment Activity Programme (LEAP) is an intervention programme that applies the ICW construct to differentiate children's level of need and structure play-based learning activities. LEAP sessions are designed to be child-led, building language skills through application of communication supporting strategies (CSS) such as modelling, recasting and inviting communicative participation via choices and expectant pausing.

Aims

This study aims to evaluate the impact of trainee speech and language therapists (SLTs) delivering LEAP on the language skills of primary school children (aged 4–6 years).

Methods and Procedures

One hundred eighteen children were selected by their teachers. Participating children were semi-randomly allocated to either a control group (n = 48) or to a group that received 12 sessions of LEAP over 6 weeks (n = 70). A smaller sub-cohort was followed up 8 weeks following the end of LEAP (received LEAP n = 41, control group n = 46). LEAP was delivered by trainee SLTs to small groups of children. Assessments were carried out blind to group allocation pre- and post-intervention in order to evaluate the impact of intervention on receptive and expressive language skills. Outcome measures were a bespoke comprehension and expression outcome measure and the Renfrew Action Picture Test (RAPT; Renfrew 2019).

Results

Children who received LEAP had improved scores on both the RAPT assessment and the bespoke outcome measure. There was a significant interaction between time (pre- and post-intervention) and group (those who received LEAP vs. the control) for the RAPT grammar score, and the LEAP vocabulary and expressive ICW score. LEAP had less of an impact for a sub-cohort followed up 8 weeks following the intervention, with only the LEAP expressive score showing significant interaction between the three assessment time points and group (those who received LEAP vs. the control).

Conclusions and Implications

The LEAP was successfully delivered to small groups of children and supported them in developing their expressive language skills. Working with trainee SLTs increased the capacity to deliver LEAP at a low cost to schools. Results are promising and add to an emerging evidence base for the application of the ICW construct within SLT intervention programmes.

WHAT THIS PAPER ADDS

What is already known on this subject

Use of an information carrying words (ICW) construct in speech and language therapy is very common in the United Kingdom, and yet very little research has been done in this area. There is strong evidence for the role of communication supporting strategies (e.g., recasting, giving choices, and use of multisensory input) to accelerate children's language development. However, more translational research is needed to investigate the impact of interventions which include such strategies. New service delivery models are also needed to facilitate increased access to interventions, particularly beyond the preschool years and where schools are unable to staff comprehensive language interventions internally.

What this study adds

This project evaluates the impact of a targeted language intervention programme for children in the early stages of primary school in the United Kingdom: the Language Enrichment Activities Programme (LEAP). This programme uses ICW to differentiate language intervention activities, while using robust communication supporting strategies during sessions. The study evaluates the impact of LEAP on a cohort of 118 children from 8 schools, with promising results. Children who received LEAP had increased scores on measures of expressive language when compared to children who did not take part in LEAP.

What are the clinical implications of this study?

Our study adds to an emerging evidence base supporting the application of the ICW construct within language interventions. It also offers a model for collaboration between schools, speech and language therapy services, and trainee speech and language therapists to increase capacity for targeted small group interventions for language skills in early primary school. The paper uses the LEAP intervention as a starting point for discussion about how to best deliver targeted small group interventions and issues in making these types of groups inclusive and accessible.

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4-6岁儿童针对性语言干预的评价——运用“信息承载词”方法

尽管在英国，信息携带词（ICW）结构在言语治疗中被广泛使用，但很少有研究调查其在语言干预中的使用。语言丰富活动计划（LEAP）是一项干预计划，应用ICW结构来区分儿童的需求水平，并组织以游戏为基础的学习活动。LEAP课程旨在由儿童主导，通过应用交流支持策略（CSS）来培养语言技能，例如建模、重铸和通过选择和预期暂停邀请交流参与。本研究旨在评估实习言语和语言治疗师（SLTs）提供LEAP对小学儿童（4-6岁）语言技能的影响。方法和程序由老师选出118名儿童。参与研究的儿童被半随机分配到对照组（n = 48）或在6周内接受12次LEAP治疗的组（n = 70）。一个较小的亚队列在LEAP结束后8周进行随访（接受LEAP治疗的n = 41，对照组n = 46）。LEAP是由实习教师向小群儿童提供的。为了评估干预对接受性和表达性语言技能的影响，在干预前和干预后进行了盲组评估。结果测量是定制的理解和表达结果测量和Renfrew动作图片测试(RAPT；伦弗鲁2019)。结果接受LEAP治疗的儿童在RAPT评估和定制结果测量方面得分均有所提高。在RAPT语法评分、LEAP词汇和表达性ICW评分方面，时间（干预前和干预后）和组（接受LEAP与对照组）之间存在显著的相互作用。在干预后随访8周的亚队列中，LEAP的影响较小，只有LEAP表达评分在三个评估时间点和组（接受LEAP的组与对照组）之间显示出显著的相互作用。结论和启示LEAP成功地为小群儿童提供了帮助，并帮助他们发展表达语言技能。与实习slt合作，增加了以低成本向学校提供LEAP的能力。结果是有希望的，并为在SLT干预方案中应用ICW结构增加了一个新兴的证据基础。在英国，在言语和语言治疗中使用携带信息的词（ICW）结构非常普遍，但在这一领域的研究却很少。有强有力的证据表明，沟通支持策略（例如，重铸、提供选择和使用多感官输入）在加速儿童语言发展方面的作用。然而，需要更多的转化研究来调查包括这些策略在内的干预措施的影响。还需要新的服务提供模式，以促进更多地获得干预措施，特别是在学前班之后以及学校无法在内部配备全面语言干预人员的情况下。本项目评估了针对英国小学早期阶段儿童的语言干预项目的影响：语言丰富活动计划（LEAP）。该项目使用ICW来区分语言干预活动，同时在会议期间使用强大的沟通支持策略。该研究评估了LEAP对来自8所学校的118名儿童的影响，结果令人鼓舞。与没有参加LEAP的孩子相比，接受LEAP的孩子在表达语言方面的得分更高。这项研究的临床意义是什么？我们的研究为支持ICW结构在语言干预中的应用提供了新的证据基础。它还为学校、言语和语言治疗服务机构以及受训言语和语言治疗师之间的合作提供了一个模式，以提高针对小学早期语言技能的针对性小组干预的能力。本文以LEAP干预措施为出发点，讨论了如何最好地提供有针对性的小团体干预措施，以及如何使这类群体具有包容性和可及性的问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Language & Communication Disorders AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATION

CiteScore

3.30

自引率

12.50%

发文量

116

审稿时长

6-12 weeks

期刊介绍： The International Journal of Language & Communication Disorders (IJLCD) is the official journal of the Royal College of Speech & Language Therapists. The Journal welcomes submissions on all aspects of speech, language, communication disorders and speech and language therapy. It provides a forum for the exchange of information and discussion of issues of clinical or theoretical relevance in the above areas.