‘What's the magic word?’: mapping oral language interventions implemented in prevention and early intervention programmes

Quigley, Duana; Smith, Martine; Hayes, Nóirín

doi:10.1080/03323315.2022.2088592

Cited by 3 publications

(1 citation statement)

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“…These difficulties are often comorbid with various mental health and neurodevelopmental diagnoses, including autism spectrum disorder (ASD), attention deficit and/or hyperactivity disorder (ADHD), depression, anxiety, as well as other social and behavioral difficulties, such as aggressive behaviors (4)(5)(6)(7). Although interventions that target everyday language and communication skills are essential to support children with SLCD (8,9), it is also important to simultaneously provide mental health support to enable emotional awareness and expression, as these children often suffer psychological consequences of their communication difficulties (6). However, relying on typical verbal therapies can undermine the advantages of such mental health interventions with this population (10).…”

Section: Introductionmentioning

confidence: 99%

Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders

Léger-Goodes,

Herba,

Moula

et al. 2024

Front. Child Adolesc. Psychiatry

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BackgroundChildren with speech, language, and communication disorders require specialized support in response to their emotional expression challenges. Not only is such support key for their development, but it is also essential for their mental well-being. Art making emerges as a valuable tool for enabling these children to convey emotions both verbally and non-verbally, fostering a positive self-concept. School-based arts interventions have the potential to improve self-concept and emotional expression, and more generally, the quality of life. However, there is limited empirical evidence regarding the feasibility, acceptability, and perceived effectiveness of a manualized, school-based creative arts intervention for this specific group.AimThis study aimed to develop and evaluate the feasibility, acceptability, and perceived benefits of an art-based intervention for elementary school students with speech, language, and communication disorders, using qualitative methods to obtain diverse perspectives.ResultsThe findings indicate that the intervention was feasible and well received, as reported by teachers, students, and facilitators. Participants also discussed potential positive outcomes, including emotional expression, emotional growth, and fulfilment of autonomy, competence, and relatedness needs. Students found the workshops conducive to sharing emotions and took pride in the creative process. Teachers gained deeper insights into their students, fostering positive classroom relationships. Observational data triangulated these findings.ConclusionThis innovative project suggests that art-based interventions can potentially benefit students’ emotional expression, but further experimental studies are needed to substantiate these effects.

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Section: Introductionmentioning

confidence: 99%

Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders

Léger-Goodes,

Herba,

Moula

et al. 2024

Front. Child Adolesc. Psychiatry

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Stressors and difficulties in early intervention programs in Jordan from the employee’s perspective

Gharaibeh,

Al-Bakkar,

Abdel-Rahman

et al. 2024

ICEP

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Early childhood is crucial in building and shaping the personalities of children with disabilities, where employees dealing with such children face a lot of challenges. This study aimed to identify problems and challenges faced during early intervention programs in Jordan from employees’ perspectives. We conducted a questionnaire-based study on 350 from a population of 4000 employees working in early intervention programs from Jordan’s North, Central, and South territories. Participants responded to the problem and challenges scale, containing 32 items distributed over five dimensions. The findings of this study showed that employees at special education centers in Jordan who work in early intervention programs said they typically faced moderate issues and difficulties. The most significant issues and difficulties that Jordan’s early intervention programs faced were the absence of interactive cooperation among employees and the flexibility of the programs. Factor analysis of the studied items showed that, apart from the social dimension, the items of all other dimensions of the research instrument were influenced by a diverse set of underlying factors. There were no statistically significant differences in the challenges and problems facing early intervention programs in Jordan due to the employees’ gender, academic qualification, and experience. Finally, this study offered suggestions and recommendations for enhancing early intervention services and programs, putting additional rehabilitation into place, and implementing ongoing training for professionals in this sector.

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‘What's the magic word?’: mapping oral language interventions implemented in prevention and early intervention programmes

Cited by 3 publications

References 54 publications

Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders

Feasibility, acceptability, and perceived benefits of a creative arts intervention for elementary school children living with speech, language and communication disorders

Stressors and difficulties in early intervention programs in Jordan from the employee’s perspective

Table3.docx

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