School of Communication Sciences and Disorders, College of Health Professions and Sciences, University of Central Florida, Orlando.
Department of Speech and Hearing Sciences, University of Washington, Seattle.
J Speech Lang Hear Res. 2020 Mar 23;63(3):827-833. doi: 10.1044/2019_JSLHR-19-00336. Epub 2020 Feb 27.
Purpose This study explored the utility of online training as a platform for teaching early intervention speech-language pathologists to recognize potentially communicative, prelinguistic behaviors in young children with physical disabilities and complex communication needs. Method Using a randomized controlled trial, 45 early intervention speech-language pathologists were randomly assigned to one of three conditions within an online training: practice with implicit problem-solving (identification condition), practice with explicit problem-solving (reflection condition), or no practice (control condition). Knowledge about early communication, skill at recognizing prelinguistic behaviors, time taken to complete the training, and perceptions of the training experience were examined. Results Participants in the no-practice control condition took significantly less time to complete the training, achieved the same positive outcomes on the knowledge and skill assessments, and rated the training as appealing as compared with participants assigned to the more time-intensive identification and reflection practice conditions. Conclusions Results suggest the importance of considering efficiency and appeal when designing successful trainings for moving evidence into practice.
目的 本研究探讨了在线培训作为一种平台，用于教授早期干预言语治疗师识别有身体残疾和复杂沟通需求的幼儿中潜在的交际前语言行为的效用。
方法 使用随机对照试验，将 45 名早期干预言语治疗师随机分配到在线培训中的三个条件之一：隐性问题解决练习（识别条件）、显性问题解决练习（反思条件）或无练习（对照条件）。考察了早期沟通知识、识别前语言行为的技能、完成培训所需的时间以及对培训体验的看法。
结果 与被分配到更耗时的识别和反思练习条件的参与者相比，无练习对照组的参与者完成培训的时间明显更短，在知识和技能评估上取得了相同的积极结果，并对培训的吸引力评价更高。
结论 结果表明，在设计将证据转化为实践的成功培训时，需要考虑效率和吸引力。
