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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
Summary
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.
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.
