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Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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A Randomized Controlled Trial Investigating Online Training for Prelinguistic Communication.

Julie L Feuerstein1, Lesley B Olswang2

  • 1School of Communication Sciences and Disorders, College of Health Professions and Sciences, University of Central Florida, Orlando.

Journal of Speech, Language, and Hearing Research : JSLHR
|February 29, 2020
PubMed
Summary
This summary is machine-generated.

Online training for speech-language pathologists effectively teaches recognition of prelinguistic behaviors in children with disabilities. The no-practice group learned equally well and found the training more appealing and efficient.

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Area of Science:

  • Speech-Language Pathology
  • Early Intervention
  • Assistive Technology

Background:

  • Early identification of prelinguistic behaviors is crucial for children with physical disabilities and complex communication needs.
  • Effective training for speech-language pathologists (SLPs) is essential for implementing evidence-based practices in early intervention.
  • Online platforms offer a scalable solution for professional development in specialized areas of speech-language pathology.

Purpose of the Study:

  • To evaluate the effectiveness of online training in teaching early intervention SLPs to recognize prelinguistic behaviors.
  • To compare different online training modules, including implicit problem-solving, explicit problem-solving, and a control condition.
  • To assess knowledge acquisition, skill development, training efficiency, and participant satisfaction.

Main Methods:

  • A randomized controlled trial was conducted with 45 early intervention SLPs.
  • Participants were assigned to one of three online training conditions: identification, reflection, or control (no practice).
  • Outcomes measured included knowledge of early communication, skill in recognizing prelinguistic behaviors, completion time, and training perceptions.

Main Results:

  • Participants in the no-practice control group completed the training significantly faster than those in the practice conditions.
  • Both knowledge and skill in recognizing prelinguistic behaviors were comparable across all three training conditions.
  • The no-practice control group rated the training as equally appealing as the more time-intensive practice conditions.

Conclusions:

  • Online training can effectively enhance SLPs' ability to recognize prelinguistic communication in young children with disabilities.
  • Training design should prioritize efficiency and appeal to maximize the adoption of evidence-based practices.
  • Simplifying online training modules without practice components may be a more effective approach for professional development.