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01 06, 2024;14 (1): e074272.

What works, how and in which contexts when supporting parents to implement intensive speech and language therapy at home for children with speech sound disorder? A protocol for a realist review.

Naomi Leafe, Emma Pagnamenta, Laurence Taggart, Mark Donnelly, Angela Hassiotis, Jill Titterington
Author Information
  1. Naomi Leafe: Institute of Nursing and Health Research, Ulster University, Belfast, UK leafe-n@ulster.ac.uk. ORCID
  2. Emma Pagnamenta: School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK. ORCID
  3. Laurence Taggart: Institute of Nursing and Health Research, Ulster University, Belfast, UK. ORCID
  4. Mark Donnelly: School of Computing, Ulster University, Belfast, UK. ORCID
  5. Angela Hassiotis: Psychiatry and Behavioural Sciences, Royal Free and University College Medical School, London, UK. ORCID
  6. Jill Titterington: Institute of Nursing and Health Research, Ulster University, Belfast, UK. ORCID
PMID: 38184311 DOI: 10.1136/bmjopen-2023-074272

Abstract

INTRODUCTION: Speech and language therapists (SLTs) worldwide report challenges with providing recommended, evidence-based intervention intensity for children with speech sound disorder (SSD). Challenges such as service constraints and/or family contexts impact on access to optimal therapy intensity. Existing research indicates that empowering and training parents to deliver intervention at home, alongside SLT support, offers one possible solution to increasing the intensity of intervention children with SSD receive. Digital health could increase accessibility to intensive home practice and help sustain engagement with therapy activities. Further exploration is needed around what makes parent-implemented interventions for children with SSD effective, for who and in which situations. This paper outlines the protocol for a realist review which aims to explore the active ingredients and contextual factors of effective digital parent-led interventions.
METHODS AND ANALYSIS: A realist review will explore the research question, following six stages. The scope of the review will be determined, and initial programme theories will be developed about what works in digital parent-implemented interventions for SSD, for whom, how, why and in what circumstances. Relevant secondary data, identified through a formal search strategy, will be selected, appraised, analysed and synthesised using realist principles to test and further refine the initial programme theories. This process will develop refined underpinning explanatory theories which capture the interaction between contexts, mechanisms and outcomes of the intervention. An expert steering group will provide insight to inform explanatory theories, searches, and dissemination.
ETHICS AND DISSEMINATION: Ethical approval is not required for this review. The refined programme theories from the review will inform the next stages of a wider study. A subsequent realist evaluation will test and further refine theories with key stakeholders. Following this, the underpinning programme theory will be used to coproduce a digital tool, to support parents to deliver home intervention alongside SLT support.

Keywords

Health Education Health Services Accessibility Protocols & guidelines Speech pathology Telemedicine

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MeSH Term

Child
Humans
Speech Sound Disorder
Language Therapy
Speech
Speech Therapy
Apraxias
Language Development Disorders
Stuttering
Parents
Review Literature as Topic
Journal Article Research Support, Non-U.S. Gov't
Article has an altmetric score of 11

Word Cloud

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