{"title":"YouTube 上共享图书阅读的临床实用性：对元数据、循证内容、可理解性和可操作性的分析。","authors":"Monica L Bellon-Harn, Sunila John","doi":"10.1080/17549507.2023.2237703","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Digital content may increase parental access to training as well as the diversity of the training programs. YouTube videos may provide a platform from which professionals may adopt content for such programs. This study provides data regarding the clinical utility of YouTube videos about shared book reading (SBR) found on the United States (USA) and India channels.</p><p><strong>Method: </strong>A cross-sectional analysis of videos about SBR was conducted to examine metadata, evidence-based content, understandability, and actionability. Descriptive statistics were used to analyse metadata and content. Health literacy concepts of understandability and actionability were measured, and descriptive statistics are reported.</p><p><strong>Result: </strong>Of 800 videos identified, 10 included information related to storybook selection, dialogic reading, extra-textual strategies, and print-referencing strategies. These met adequate levels of understandability and actionability.</p><p><strong>Conclusion: </strong>Results provide some direction and recommendations for parent-training programs in the USA and India. The study highlights the use of YouTube videos and suggests its utility as a supplement source within parent-training programs.</p>","PeriodicalId":49047,"journal":{"name":"International Journal of Speech-Language Pathology","volume":" ","pages":"556-565"},"PeriodicalIF":1.4000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Clinical utility of shared book reading on YouTube: An analysis of metadata, evidence-based content, understandability, and actionability.\",\"authors\":\"Monica L Bellon-Harn, Sunila John\",\"doi\":\"10.1080/17549507.2023.2237703\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>Digital content may increase parental access to training as well as the diversity of the training programs. YouTube videos may provide a platform from which professionals may adopt content for such programs. This study provides data regarding the clinical utility of YouTube videos about shared book reading (SBR) found on the United States (USA) and India channels.</p><p><strong>Method: </strong>A cross-sectional analysis of videos about SBR was conducted to examine metadata, evidence-based content, understandability, and actionability. Descriptive statistics were used to analyse metadata and content. Health literacy concepts of understandability and actionability were measured, and descriptive statistics are reported.</p><p><strong>Result: </strong>Of 800 videos identified, 10 included information related to storybook selection, dialogic reading, extra-textual strategies, and print-referencing strategies. These met adequate levels of understandability and actionability.</p><p><strong>Conclusion: </strong>Results provide some direction and recommendations for parent-training programs in the USA and India. The study highlights the use of YouTube videos and suggests its utility as a supplement source within parent-training programs.</p>\",\"PeriodicalId\":49047,\"journal\":{\"name\":\"International Journal of Speech-Language Pathology\",\"volume\":\" \",\"pages\":\"556-565\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Speech-Language Pathology\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1080/17549507.2023.2237703\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2023/8/17 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q3\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Speech-Language Pathology","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1080/17549507.2023.2237703","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/8/17 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
Clinical utility of shared book reading on YouTube: An analysis of metadata, evidence-based content, understandability, and actionability.
Purpose: Digital content may increase parental access to training as well as the diversity of the training programs. YouTube videos may provide a platform from which professionals may adopt content for such programs. This study provides data regarding the clinical utility of YouTube videos about shared book reading (SBR) found on the United States (USA) and India channels.
Method: A cross-sectional analysis of videos about SBR was conducted to examine metadata, evidence-based content, understandability, and actionability. Descriptive statistics were used to analyse metadata and content. Health literacy concepts of understandability and actionability were measured, and descriptive statistics are reported.
Result: Of 800 videos identified, 10 included information related to storybook selection, dialogic reading, extra-textual strategies, and print-referencing strategies. These met adequate levels of understandability and actionability.
Conclusion: Results provide some direction and recommendations for parent-training programs in the USA and India. The study highlights the use of YouTube videos and suggests its utility as a supplement source within parent-training programs.
期刊介绍：
International Journal of Speech-Language Pathology is an international journal which promotes discussion on a broad range of current clinical and theoretical issues. Submissions may include experimental, review and theoretical discussion papers, with studies from either quantitative and/or qualitative frameworks. Articles may relate to any area of child or adult communication or dysphagia, furthering knowledge on issues related to etiology, assessment, diagnosis, intervention, or theoretical frameworks. Articles can be accompanied by supplementary audio and video files that will be uploaded to the journal’s website. Special issues on contemporary topics are published at least once a year. A scientific forum is included in many issues, where a topic is debated by invited international experts.
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