Supplementary Material for: Efficacy of a Self-Directed Video-based Caregiver-Implemented Language Programme

Introduction. Caregiver-implemented language programmes are effective for alleviating early language difficulties. This study examined the efficacy of a self-directed video-based caregiver-implement language programme in Chinese families. Method. This study consisted of two stages. In Stage 1, 31 caregiver-child dyads (typically developing children) completed the training programme (Group 1) in the form of six video-based training modules. In Stage 2, 28 caregiver-child dyads (children with language difficulties) receiving active speech therapy were randomly assigned to the training (Group 2) and control arms (Group 3). Group 2 received the same training as Group 1 in addition to their regular therapy while Group 3 was kept as status quo. Caregivers completed a quiz on their knowledge of language facilitation techniques (LFTs) and submitted caregiver-child interaction videos at the start and end of the training. Outcome measures included programme completion rate, quiz scores, and use of LFTs and children’s communication skills in the videos. A pre-post design and a between-group designs were adopted in the Stage 1 and 2 studies respectively. Results. A completion rate of about 60% in both stages was noted. Significantly higher post-training knowledge scores were found in Groups 1 and 2. General but non-significant growth in use of parallel talk and gesture, and significant gains in children’s vocalization in the training arm were observed. Conclusion. The self-directed video-based training programme would be useful in imparting information to caregivers. However, the modest improvements in the use of LFTs suggested direct coaching appeared to still play a significant role in enhancing the actual implementation of LFTs. Further investigation on a larger scale is required to evaluate the effectiveness of the training program for promoting the wider use of this mode as a preventive measure.

引言 由照料者实施的语言干预方案，对改善儿童早期语言障碍具有显著效果。本研究旨在评估一款面向中国家庭的自主式视频指导型照料者实施语言干预方案的有效性。
方法 本研究分为两个阶段。第一阶段中，31组照料者-儿童对（儿童为典型发育儿童）通过6个视频培训模块完成了本培训方案（记为第1组）。第二阶段中，28组接受主动言语治疗的照料者-儿童对（儿童存在语言障碍）被随机分配至培训组（第2组）与对照组（第3组）。第2组在常规言语治疗的基础上，接受与第1组完全一致的培训方案；第3组则维持原有干预方案不变。培训开始与结束阶段，照料者均需完成一份关于语言促进技巧（Language Facilitation Techniques, LFTs）知识的问卷，并提交照料者与儿童的互动视频。本研究的评估指标包括方案完成率、问卷得分、互动视频中照料者对LFTs的使用情况，以及儿童的沟通技能。第一阶段采用前后测设计，第二阶段则采用组间设计。
结果 本研究两个阶段的方案完成率均约为60%。第1组与第2组在培训后的知识得分均显著高于培训前。培训组中，照料者对平行话语与手势的使用呈现总体上升趋势，但未达到统计学显著性；儿童的发声行为则获得了显著提升。
结论 本研究所用的自主式视频指导型培训方案，能够有效向照料者传授相关知识。但照料者对LFTs的使用仅出现小幅提升，提示直接督导在促进LFTs的实际应用中仍发挥着重要作用。未来需开展更大样本量的研究，以评估该培训模式作为预防手段的推广有效性。