Queen Maud University College for Early Childhood Teacher Education, Trondheim, Norway.
University of Amsterdam & Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.
Int J Lang Commun Disord. 2023 Mar;58(2):516-541. doi: 10.1111/1460-6984.12789. Epub 2022 Oct 10.
Interprofessional collaborative practices (IPCP) are considered to be a crucial factor in the optimal support of young children (3-6 years) with speech, language and communication needs (SLCN) in inclusive early childhood education and care (ECEC).
To investigate IPCP in interventions using a collaborative approach for young children with SLCN in ECEC, by identifying mechanisms within IPCP and how these mechanisms relate to specific context factors and professional and child-related outcomes.
A realist review of 22 empirical intervention studies, published between 1994 and 2019, was conducted to synthesise context-mechanism-outcome (CMO) configurations, combining context factors, IPCP mechanisms and outcomes at staff and child level.
Reciprocal IPCP mechanisms were reported together with interprofessional intervention practices, whereas one-directional IPCP mechanisms were restricted to gains in professional development. Our review further suggests that collective ownership of intervention goals, combined with personal cooperation and communication skills of staff, is vital for inclusive practices and functional communication of children with SLCN.
Our review has revealed indications for effective IPCP mechanisms, context factors at staff level, and positive outcomes for the professional development of staff working with children with SLCN. In addition, our findings support a link between IPCP and child-related outcomes regarding speech, language and communication development. Future studies should increase our insight into how practitioners, children and families profit from daily collaborative practices.
What is already known on this subject Interventions using a collaborative approach for young children (3-6 years) with SLCN in ECEC are considered to be part of the optimal support of these children. What this paper adds to existing knowledge Conducting a realist review of 22 empirical studies on collaborative intervention offered the possibility to identify specific context factors, IPCP mechanisms and professional and child-related outcomes and to synthesise CMO configuations. Findings suggest multiple routes from effective delivery of SLCN services to improvement of speech, language and communication development, supporting the suggested beneficial function of collaboration between multiple professions. Collective ownership of intervention goals, combined with personal cooperation and communication skills of staff, seems to be vital for inclusive practices and functional communication of children with SLCN. Reciprocal IPCP mechanisms were reported together with interprofessional intervention practices, whereas one-directional IPCP mechanisms were restricted to gains in professional development. What are the potential or actual clinical implications of this work? High-quality collaborative intervention for children with SLCN in requires awareness of and critical reflection on IPCP mechanisms in order to improve outcomes for both professionals and children. Both, institutional structural support and individual communicative and cooperative skills are required to increase interprofessional collaboration with the aim to meet the needs of every individual child with SLCN.
专业间协作实践（IPCP）被认为是为有言语、语言和沟通需求（SLCN）的 3-6 岁幼儿提供最佳支持的关键因素，在包容性的幼儿教育和保育（ECEC）中尤其如此。
通过确定 IPCP 中的机制以及这些机制如何与特定的背景因素和专业及儿童相关的结果相关联，来研究 ECEC 中使用协作方法为有 SLCN 的幼儿进行干预的 IPCP。
对 1994 年至 2019 年间发表的 22 项实证干预研究进行了现实主义综述，以综合工作人员和儿童层面的背景因素、IPCP 机制和结果的情境-机制-结果（CMO）配置。
报告了互惠 IPCP 机制以及专业间干预实践，而单向 IPCP 机制仅限于专业发展方面的收益。我们的综述还表明，干预目标的集体所有权，加上工作人员的个人合作和沟通技巧，对于包容性实践和有 SLCN 的儿童的功能性沟通至关重要。
我们的综述揭示了有效的 IPCP 机制、工作人员层面的背景因素以及与有 SLCN 的儿童的专业发展相关的积极结果的迹象。此外，我们的研究结果支持了 IPCP 与言语、语言和沟通发展方面的儿童相关结果之间的联系。未来的研究应该增加我们对从业者、儿童和家庭如何从日常协作实践中受益的了解。
关于这个主题已经知道什么：使用协作方法为 ECEC 中有 SLCN 的幼儿（3-6 岁）提供干预措施被认为是为这些儿童提供最佳支持的一部分。本文在现有知识方面增添了什么：对 22 项关于协作干预的实证研究进行现实主义综述，为确定特定的背景因素、IPCP 机制以及专业和儿童相关的结果，并综合 CMO 配置提供了可能。研究结果表明，从 SLCN 服务的有效提供到言语、语言和沟通发展的改善，有多种途径，这支持了多专业合作之间的有益功能的建议。干预目标的集体所有权，加上工作人员的个人合作和沟通技巧，对于有 SLCN 的儿童的包容性实践和功能性沟通似乎至关重要。报告了互惠 IPCP 机制以及专业间干预实践，而单向 IPCP 机制仅限于专业发展方面的收益。这项工作可能具有哪些潜在或实际的临床意义？为有 SLCN 的儿童提供高质量的协作干预需要认识到并批判性地反思 IPCP 机制，以改善专业人员和儿童的结果。机构结构支持和个人沟通及合作技能都需要提高，以增加专业间的合作，从而满足每个有 SLCN 的儿童的需求。
