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项目对缓解幼儿早期语言障碍具有良好效果。本研究旨在评估一款面向中国家庭的自主式基于视频的照料者实施语言干预项目的有效性。

研究方法：本研究分为两个阶段。第一阶段：31组照料者-儿童配对（均为典型发育儿童）完成了由6个基于视频的培训模块组成的干预项目（第1组）。第二阶段：28组存在语言障碍且正在接受积极言语治疗的照料者-儿童配对被随机分配至干预组（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组完全相同的培训；第3组则维持原有干预方案不变。所有照料者需完成一份关于语言促进技巧（Language Facilitation Techniques, LFTs）知识的问卷，并在培训开始与结束时提交照料者与儿童的互动视频。本研究的结局指标包括项目完成率、问卷得分、照料者对LFTs的使用情况，以及视频中记录的儿童沟通技能。第一阶段采用前后测设计，第二阶段则采用组间设计。

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。干预组中，照料者对平行话语与手势的使用呈现一般性但未达统计学显著水平的提升，而儿童的发声量则获得了显著改善。

研究结论：本款自主式基于视频的培训项目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。未来需开展更大样本量的研究，以评估该培训模式作为预防手段推广应用的有效性。