Addendum to 'Increasing early childhood educators' use of communication-facilitating and language-modelling strategies: Brief speech and language therapy training'
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This addendum article originally appeared in Child Language Teaching and Therapy, 2015, Oct vol 31 , 305-322. The purpose of this addendum is to include within our discussion the findings of Girolametto et al. (2007), a randomized controlled trial of Teacher Talk training, an adapted version of Learning Language and Loving It (LLLI). Teacher Talk does not include the coaching and video feedback elements of LLLI. Girolametto et al. report a statistically significant increase in the modeling of some, but not all, types of abstract language by a group of early years educators (ECEs) following training. The authors report individual variation in responses to training, in that six ECEs increased their use of strategies for modeling abstract language, while two ECEs did not. Overall, this RCT shows that ECE training that does not include coaching or video feedback can have some positive impact on ECEs’ skills at modeling abstract language. The following abstract of the original article appeared in (see record 2015-47121-005). Intensive Speech and Language Therapy (SLT) training courses for Early Childhood Educators (ECEs) can have a positive effect on their use of interaction strategies that support children’s communication skills. The impact of brief SLT training courses is not yet clearly understood. The aims of these two studies were to assess the impact of a brief SLT training course on ECEs’ interaction behaviour, and to explore ECEs’ views and experiences of the course. In Study 1, eight ECEs took part in a multiple-baseline study of a brief SLT training course. Video-recordings of interactions with children were used to evaluate ECEs’ interaction behaviour using the Conversational Responsiveness Assessment and Fidelity Tool. In Study 2, seven ECEs took part in semi-structured interviews about this training course. Template analysis was used to identify key themes. In Study 1, the group of trained ECEs showed a statistically significant increase in their use of one communication-facilitating strategy (using comments to cue turn-taking) and a statistically significant decrease in their use of one conversation-hindering behaviour (asking yes/no, testing or rhetorical questions). Analysis at the individual level showed a modest increase in some ECEs’ use of language-modelling strategies and a more generalized decrease in conversation-hindering behaviours. In Study 2, ECEs more consistently reported learning and using communication-facilitating strategies than language-modelling strategies. ECEs identified several features of the training course that facilitated learning: the practical, interactive nature of the group training sessions, the use of video feedback, and the repetition of key strategies in several training sessions. We conclude that brief SLT training for ECEs can lead to increased use of some interaction strategies that help children’s communication skills develop. Further research is needed to evaluate brief SLT training more thoroughly. (PsycINFO Database Record (c) 2016 APA, all rights reserved)