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训练方案对缓解早期语言困难具有显著效果。本研究旨在考察面向中国家庭的自主式视频化照料者实施语言训练方案的有效性。研究方法。本研究包含两个阶段。第一阶段，31组照料者-幼儿配对（发育正常儿童）通过6个视频培训模块完成培训项目（第1组）。第二阶段，28组存在语言困难且正在接受主动言语治疗的照料者-幼儿配对，被随机分配至培训组（第2组）与对照组（第3组）。第2组在接受常规言语治疗的基础上，额外接受与第1组完全一致的培训；而第3组则维持原有干预方案不变。照料者需在培训开始与结束时完成语言促进技巧（Language Facilitation Techniques, LFTs）知识测验，并提交照料者与幼儿的互动视频。本研究的结局指标包括方案完成率、测验得分、照料者对LFTs的使用情况，以及视频中幼儿的沟通技能。第一阶段与第二阶段分别采用前后测设计与组间对照设计。研究结果。两个阶段的方案完成率均约为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，照料者对平行话语与手势的使用呈现出一般性但未达统计学显著性的增长，而幼儿的发声量则获得了显著改善。研究结论。自主式视频培训方案可有效向照料者传递相关知识。但照料者对LFTs的使用仅出现小幅提升，提示直接辅导在促进语言促进技巧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。