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。由照顾者实施的语言干预方案对缓解早期语言障碍具有显著成效。本研究旨在评估一款面向中国家庭的自主视频式照顾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，31组照顾者-儿童配对组（受试为典型发育儿童）通过6个视频培训模块完成了该培训方案（组1）。第二阶段，28组存在语言障碍的照顾者-儿童配对组（其照顾者正在接受常规言语治疗）被随机分配至培训组（组2）与对照组（组3）。组2在接受常规治疗的基础上，额外完成与组1一致的培训内容，而组3则维持原有干预方案不变。培训前后，照顾者需完成一份关于语言促进技巧（language facilitation techniques, LFTs）的知识测验，并提交照顾者与儿童的互动视频。本研究的结局指标包括方案完成率、测验得分、互动视频中照顾者对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。两个阶段的方案完成率均约为60%。组1与组2的培训后知识得分均显著高于培训前。培训组中，照顾者对平行话语与手势的使用出现了总体性但未达统计学显著性的增长，而儿童的发声行为则获得了显著提升。
结论。本研究结果表明，这款自主视频式培训方案可有效向照顾者传递相关专业知识。不过，照顾者对LFTs的实际使用仅出现小幅改善，这提示直接辅导在促进LFTs的落地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。