Background Ten percent of the school-aged population have speech, language, and communication needs (SLCN) that impact access to the curriculum. Successful implementation of classroom-based SLCN interventions can reduce barriers to learning, thereby improving educational outcomes for this vulnerable population. The challenges of implementing innovations in educational settings are well-documented, yet limited studies have addressed such considerations when developing, and piloting universal level SLCN interventions for use in Irish schools. Methods A qualitative exploratory study was undertaken to establish the acceptability, feasibility, and appropriateness of a universal level SLCN intervention. An advisory panel of teachers (n = 8) and children with SLCN (n = 2) were engaged as co-researchers in the study. The Communication Supporting Classrooms Observation Tool, developed as part of the Better Communication Project in the UK, was trialled across a diverse sample of school settings (n = 5). Semi-structured interviews were conducted with school practitioners and school leaders, and a deductive content analysis was undertaken using the domains of the Consolidation Framework for Implementation Research. Discussion The observation tool was viewed as acceptable with suggested additions. Integrating use of the tool within existing data-informed, school self-evaluation processes aimed at supporting school improvement was noted as a potential means of supporting implementation. A knowledge gap in relation to school-based models of support for SLCN was identified which may negatively impact implementation. An implementation strategy targeting coherence, cognitive engagement and contextual integration is indicated if the tool is to be normalised into routine practice in Irish classrooms. Implementation needs appeared to vary at the school level. Conclusions The importance of early-stage exploration to guide implementation planning with regards to developing and testing universal level interventions for SLCN in schools is highlighted. Engaging an advisory panel provides important insights to guide implementation decisions. Findings suggest an adaptive design is required when planning implementation studies targeting classroom setting.

/pdf/exploring-the-acceptability-feasibility-and-appropriateness-1tgbcm1z.pdf

Exploring the acceptability, feasibility, and appropriateness of a communication-friendly classroom tool for use in Irish schools: A qualitative inquiry

To evaluate a five-month, hybrid, districtwide interprofessional collaboration and self-compassion training-and-coaching intervention. 

Interprofessional Collaboration and Self-Compassion Intervention for School-Based Practitioners: A Mixed-Methods Analysis

ABSTRACT Background The role of speech and language therapists (SLTs) in supporting literacy in Ireland is especially timely to consider given the expansion of multi‐tiered systems of support and the increased provision of structured literacy instruction in schools. To advance SLT–teacher collaboration in literacy, we must first explore Irish SLTs’ perspectives. Do they perceive themselves as having the required skills and confidence to support both children with literacy difficulties and the teachers who work with them? Aims This study aimed to explore Irish SLTs’ current practice and confidence in supporting literacy, as well as their readiness to collaborate with teachers to enhance children's literacy outcomes. Methods and Procedures Participants were members of the Irish Association of Speech and Language Therapists’ Special Interest Group (SIG) in Developmental Language Disorder. Thirty‐five SIG members completed an anonymous online survey, adapted from previous questionnaires, designed to explore SLTs' literacy practices, perceived scope of practice and confidence across different literacy domains. The survey also examined participants' engagement in consultative models of service provision. Outcomes and Results Most SLTs felt that supporting children with literacy difficulties fell within their scope of practice; however, only a minority reported overall confidence to work within the literacy domain. Confidence varied across distinct areas of literacy, with participants reporting strong confidence in phonological awareness, vocabulary and morphology ‐ key areas of structured literacy in which teachers often need guidance. In contrast, they reported low confidence in supporting spelling, which a majority of SLTs considered outside of their remit. The findings show clear support among SLTs for the consultative model of service provision, both in terms of its value and feasibility, yet most participants did not include literacy in their consultative work. Overall, there was no clear consensus about the potential contributions SLTs could make to supporting literacy instruction or the multi‐tiered systems of support model in schools. Conclusions and Implications These findings highlight the need for interprofessional education (IE) initiatives for prospective teachers and SLTs to enhance multi‐tiered systems of literacy support in schools. Structured literacy offers a focussed, equitable domain for such collaboration. Future research could explore SLT‐teacher partnerships and the development of research scholarship in this area. Strengthening SLTs' role in structured literacy in Ireland could provide a meaningful avenue for interprofessional practice and improve literacy outcomes for children. WHAT THIS PAPER ADDS? What is already known on this subject We know that SLTs have unique linguistic knowledge in phonology, morphology and syntax, which are key domains of structured literacy. While an increasing body of international research is exploring the role of SLTs in literacy instruction, there remains a notable gap in the literature within the Irish context. What this paper adds to existing knowledge The study considers Irish SLTs’ current practice and confidence in relation to supporting literacy outcomes. It shows a lack of clear consensus about the potential contributions SLTs can make to supporting literacy instruction and the multi‐tiered systems of support model in schools and opens discussion on literacy as a domain of interprofessional education and practice in Ireland. What are the potential or actual clinical implications of this work? We propose that Irish SLTs could offer more guidance to teachers and schools in relation to distinct areas of structured literacy instruction, as well as extend their collaborations with special education teachers (SETs) who work with dyslexic learners. However, without sufficient preparation, such collaborations have already been shown to be difficult to achieve. Our findings add to the growing support for the development of interprofessional education for prospective teachers and SLTs, and we propose that structured literacy could provide an equitable focus that such initiatives need. 

Can Structured Literacy Be a New Dimension for Interprofessional Practice Between Teachers and SLTs? Perceptions of Irish SLTs on Their Capacity and Practices in Supporting Children With Literacy Difficulties

Abstract Background Disabilities limit the children’s ability to use their body freely, fully engage with their surroundings, participate in the community, and access services. These restrictions could adversely impact their academic progress in schools. This study’s primary aim is to report the quality of life of school-aged children and the percentage of children attending schools. A secondary exploratory aim is to report factors related to educational inclusion. Methods This study utilized a cross-sectional design using five domains from a validated quality of life tool targeting primary caregivers of children with disabilities. Data were analyzed using descriptive statistics and the Chi-square. 111 respondents met the inclusion criteria. Results Regarding the children’s quality of life, less than half of the children feel happy about their interaction with children inside (35%) and outside of schools (39%). More than half of the children (51%) were happy with their interactions with their teachers, and in taking trips with their family (70%), as reported by their caregivers. In the participation domain, caregivers reported that children are happier when they participate in social outings. Most of the children were happy about utilizing their arms (53%), hands (51%), and drinking without assistance(53%). Caregivers stated that about 62% of the children were included in schools, and they were least happy with accessing special needs services in schools. This study also showed possible relationships between some demographic and quality of life factors with including children with disabilities in schools ( p ≤ 0.05). Barriers that limit attending schools were reported. Conclusions According to this study findings, the quality of life of children with disabilities is not ideal. Children face difficulties in interacting with their peers, participating in the community, using their body parts, and accessing services. This study provided preliminary data that suggest that not all children with disabilities are included in schools in Saudi Arabia. Although multiple factors were related to inclusion, they should be interpreted with caution. The reported difficulties could lead to unequal opportunities that interfere with the children’s quality of life and educational journey and should be considered to support the needs of children with disabilities. 

pdf/exploring-the-quality-of-life-of-school-aged-children-with-3yhlm13icz1a.pdf

Exploring the quality of life of school-aged children with disabilities in Saudi Arabia and their educational inclusion: from caregiver’s perspectives


Purpose
At present, there is no reference to Attention Autism (AA) as a framework and therapeutic tool with autistic children in occupational therapy (OT) literature. By way of introducing AA as a potential intervention to the OT community, this study aims to investigate the extent to which participation in a two-day AA training could contribute to increasing confidence and inspire changes in practice for Irish occupational therapists (OTs) supporting autistic children.


Design/methodology/approach
A pilot study design with mixed qualitative and quantitative methods was used to evaluate the impact of a two-day AA training on six OTs. The OTs support autistic children throughout Ireland across public, private and voluntary sectors. They completed brief, non-standardised questionnaires 2 weeks before the training (Time 1) and again 12 weeks post (Time 2) training session. At Time 2, additional exploratory questions were answered by OTs regarding their use of AA in practice.


Findings
This explorative study’s quantitative findings presented percentage change increases within three areas of confidence for all OTs. These include establishing attention, motivating and developing functional skill goals with autistic children. One of the participants did not score any change in confidence in a fourth area, building rapport, however, the five other participants scored percentage change increases. Qualitative data provided by participants showed that they were implementing AA in practice since attending the training. Five of the participants reported positive experiences of using AA and one participant reported the programme was not suitable for her caseload because of their level of understanding and need.


Research limitations/implications
This was a small, exploratory, practice-based study. As this is the first study exploring this area of practice for OTs, to the best of the authors’ knowledge, there were no standardised methods of assessment available, therefore a self-designed survey was used by the author which had a limited number of open-ended questions and four Likert scale questions. This study was also limited in that there was one main researcher who also delivered the two-day AA training. The sample data set was small which resulted in the limitation of the choice of methods used to analyse the quantitative data. Percentage changes were used as the only available and reliable method for a small data set.


Originality/value
Findings of this study, despite their preliminary nature, indicate that AA training may be a useful professional development consideration for OTs who provide a service for autistic children. Further AA research in OT is required including larger and more rigorous studies. An alternative training option of The Curiosity Programme may be considered for OTs supporting children who may not yet be ready to participate in AA.


Attention Autism™ training for occupational therapists: a pilot study

ABSTRACT Effective intersectoral collaboration across health and education has been a policy priority for decades as a means of meeting the needs of children with neurodevelopmental disorders in school yet remains rare in practice. A meta-ethnography was undertaken to explore the experiences of occupational therapists (OTs) and speech and language therapists (SLTs) with the aim of contributing new insights into the nature of their collaborative work in schools, and how it may best be facilitated. Electronic and manual searches were conducted. Papers were double-screened and critically appraised. A line of argument analysis was undertaken. Fourteen papers were analyzed, reporting the experiences of 369 practitioners from schools across six countries. Five concepts were identified: (a) negotiating liminal professional spaces; (b) gaining entry; (c) collaborative endeavor; (d) collaborative inertia; and (e) collaborative conviction. We describe the complex, effortful, and relational nature of intersectoral collaboration. We propose a conceptualization of SLT and OT collaborative practice in schools as articulation work, with elements of boundary work, much of which is invisible and non-routine. We argue the need for collaborative leadership to promote knowledge and awareness of the role of SLTs and OTs in school, and to support the contextual integration of their relational work in this setting.

The invisible and the non-routine: a meta-ethnography of intersectoral work in schools from the perspective of speech and language therapists and occupational therapists

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The invisible and the non-routine: a meta-ethnography of intersectoral work in schools from the perspective of speech and language therapists and occupational therapists