DLD and Me: Supporting Children and Young People with Developmental Language Disorder

Sowerbutts, Anna; Finer, Amanda

doi:10.4324/9780429319457

“…It was also identified that adding in this step could have additional benefits for the iDLD/iDLDPC, since DLD is a relatively new diagnosis 2 . Participation may therefore offer iDLD/iDLDPC a unique opportunity to learn more about their diagnosis and what this means for them and others, in a world where there is limited diagnostic adjustment work or psychosocial support available 28 . It is likely that there may be other creative modifications that may enhance either the experience of participating for iDLD/ iDLDPC, or the validity of the outputs.…”

Section: Discussionmentioning

confidence: 99%

Involving Individuals with Developmental Language Disorder and their Parents/Carers in Research Priority Setting

Chadd

¹

,

Kulkarni

²

,

Longhurst

³

2020

JoVE

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A protocol for involving individuals presenting with developmental language disorder (DLD) (iDLD) and their parents/carers (iDLDPC) in a research priority setting exercise is presented. iDLD have difficulties with communication skills, such as understanding language, word-finding and discourse. Such difficulties mean existing research priority setting protocols are difficult for iDLD to access, since they require sophisticated communication skills. Thus, a novel protocol for involving iDLD in these exercises is warranted. The same protocol is recommended for use with iDLDPC, to ensure accessibility. The protocol is presented in 4 steps. Step 1 describes a program of activities delivered by trained, specialist DLD speech and language therapists (SLTs) that prepares iDLD/iDLDPC for involvement. Step 2 outlines an approach to elicit iDLD/iDLDPC's opinions on research priorities. Steps 3 and 4 describe methods to analyze and integrate this data at multiple stages of the research priority setting process. 9 trained specialist DLD SLTs delivered steps 1 and 2. 17 iDLDs and 25 iDLDPCs consented to involvement. Opinions from all participants were elicited, and this data was used to influence the process and output of the exercise. An advantage of this protocol is its accommodation of the heterogeneity in support needs of iDLD/iDLDPC, through a menu of options, whilst also providing a structured framework. Due to the novelty of the protocol, the methods for data integration were developed by the research group. These are potential limitations of the protocol, and may bring the reliability and validity under scrutiny, which are yet to be tested. This protocol enables meaningful involvement of iDLD/iDLDPC in research priority setting and could be utilized for people with other kinds of speech, language or communication needs. Further research should evaluate the effectiveness of the protocol and whether it can be adapted for involvement of such populations in other research studies. 16. Similarly, the James Lind Alliance Priority Setting Partnership (JLA PSP) approach 17 , which upholds itself on inclusion of all patient voices, would still present challenges for iDLD. The JLA PSP methodology utilizes Nominal Group Technique, requiring participants to independently 'brainstorm' ideas, verbally express and then discuss them 18. It is reasonable to assume the extent of meaningful involvement of iDLD/iDLDPC may be limited when using these approaches to research priority setting.

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“…Learning disabilities are often divided into two main types, the developmental (non-academic) learning disabilities and the academic learning disabilities (Zu'bi, 2017;Sowerbutts, & Finer, 2019). Writing disabilities appear as a common type of academic learning disabilities.…”

Section: Context Of the Problemmentioning

confidence: 99%

Google Cards as a Tool to Improve Writing Skills among EFL Young Children with Learning Disabilities

Gadelmawla¹,

Gadelmawla

²

2022

Journal of Distance Learning and Open Learning

0

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Google Cards (GC) are the cards that appeared in the results of Google search engine that contain an image with text, or shapes with text to provide educational rules or information, the current research aimed to introduce a program based on GC and problem-based learning (PBL) to improve writing s among EFL young children with learning disabilities. After the literature review of PBL and writing, a list of writing skills was prepared, as a guide for the proposed program. The results indicated the program sessions should be in 8 basic elements for each session: Title, objectives, teaching aids, Warm-up, procedures of learning writing skills using GC and PBL, directions to improve the learning of EFL young children with learning disabilities, evaluation, homework. The results were discussed in detail, and recommendations were provided.

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“…additional benefits for the iDLD/iDLDPC, since DLD is a relatively new diagnosis 2 . Participation may therefore offer iDLD/iDLDPC a unique opportunity to learn more about their diagnosis and what this means for them and others, in a world where there is limited diagnostic adjustment work or psychosocial support available28 . It is likely that there may…”

mentioning

confidence: 99%

JoVE Video Dataset

0

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A protocol for involving individuals presenting with developmental language disorder (DLD) (iDLD) and their parents/carers (iDLDPC) in a research priority setting exercise is presented.iDLD have difficulties with communication skills, such as understanding language, word-finding and discourse. Such difficulties mean existing research priority setting protocols are difficult for iDLD to access, since they require sophisticated communication skills. Thus, a novel protocol for involving iDLD in these exercises is warranted. The same protocol is recommended for use with iDLDPC, to ensure accessibility.The protocol is presented in 4 steps. Step 1 describes a program of activities delivered by trained, specialist DLD speech and language therapists (SLTs) that prepares iDLD/ iDLDPC for involvement.Step 2 outlines an approach to elicit iDLD/iDLDPC's opinions on research priorities. Steps 3 and 4 describe methods to analyze and integrate this data at multiple stages of the research priority setting process. 9 trained specialist DLD SLTs delivered steps 1 and 2. 17 iDLDs and 25 iDLDPCs consented to involvement. Opinions from all participants were elicited, and this data was used to influence the process and output of the exercise.An advantage of this protocol is its accommodation of the heterogeneity in support needs of iDLD/iDLDPC, through a menu of options, whilst also providing a structured framework. Due to the novelty of the protocol, the methods for data integration were developed by the research group. These are potential limitations of the protocol, and may bring the reliability and validity under scrutiny, which are yet to be tested.

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DLD and Me: Supporting Children and Young People with Developmental Language Disorder

Cited by 4 publications

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Involving Individuals with Developmental Language Disorder and their Parents/Carers in Research Priority Setting

Involving Individuals with Developmental Language Disorder and their Parents/Carers in Research Priority Setting

Google Cards as a Tool to Improve Writing Skills among EFL Young Children with Learning Disabilities

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