Co-Creation of a Multi-Tiered Narrative Intervention Program for Speech-Language Pathology and Educational Settings

Area of Science:

• Implementation Science
• Educational Psychology
• Speech-Language Pathology

Background:

• Developing effective educational interventions requires integrating scientific evidence with real-world professional practice.
• Co-creation processes involving end-users are crucial for tailoring interventions to contextual needs.

Purpose of the Study:

• To describe the development of a multi-tiered multimodal narrative intervention program.
• To integrate research findings with professional practice through participatory co-creation.
• To utilize multiple methods for program development and refinement.

Main Methods:

• A five-session iterative co-creation process involving 24 preschool teachers and 69 therapists.
• Utilized the nominal group technique for idea generation regarding narrative-based training.
• Employed qualitative and quantitative analyses for prototype refinement based on practitioner feedback and pilot testing.

Main Results:

• The co-creation process led to minor adjustments in intervention protocols.
• The practicability of the multi-tiered intervention prototype was confirmed.
• The iterative development process ensured the intervention's feasibility and potential effectiveness.

Conclusions:

• The study highlights the importance of implementation science in educational intervention development.
• Co-creation processes systematically accommodating practitioner perspectives are vital for improving outcomes.
• This approach enhances the relevance and applicability of interventions in real-world settings.