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：由照护者（Caregiver）实施的语言干预方案，可有效缓解儿童早期语言发展困难。本研究针对中文家庭环境下的自主式视频化照护者实施语言干预方案的有效性展开了考察。
研究方法：本研究分为两个阶段。第一阶段：共纳入31组照护者-儿童配对（均为典型发育儿童），以6个视频化培训模块的形式完成本次培训项目（第1组）。第二阶段：28组存在语言困难的照护者-儿童配对正在接受主动言语治疗，将其随机分配至培训组（第2组）与对照组（第3组）。第2组在常规治疗的基础上，接受与第1组完全一致的培训，而第3组则维持原有治疗方案不变。研究开始与培训结束时，照护者需完成语言促进技巧（Language Facilitation Techniques, LFTs）知识问卷，并提交照护者与儿童的互动视频。结局指标包括项目完成率、问卷得分、互动视频中照护者对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（Pre-post design），第二阶段则采用组间对照设计（Between-group design）。
研究结果：两个阶段的项目完成率均约为60%。第1组与第2组的培训后知识得分均显著高于培训前。培训组中，照护者对平行话语与手势的使用出现了一般性但未达统计学显著性的提升，而儿童的发声行为则出现了显著改善。
研究结论：本自主式视频化培训方案可有效向照护者传递相关知识。不过，照护者对LFTs的使用仅出现小幅提升，这提示直接指导在促进LFTs的实际应用中仍发挥着重要作用。未来需开展更大规模的研究，以评估该培训模式作为预防手段推广应用的有效性。