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dc.contributor.advisorCoughlan, Karen, Dr.
dc.contributor.authorGibbons, Maria
dc.identifier.citationGibbons, Maria (2021) Development and delivery of an educational intervention that increased teachers’ awareness, knowledge, and actions related to Developmental Language Disorder (DLD). M. Sc., Institute of Technology, Sligo.
dc.description.abstractDevelopmental language disorder (DLD)is a difficulty learning, understanding, and using spoken language with lifelong implications for education and well-being. It is an under-identified disorder, diagnosed in school age children. Teachers are key to early identification, referral to speech and language therapy (SLT), and better outcomes. This study aimed to co-develop an educational intervention to increase teachers’ awareness, knowledge, and actions related to DLD. Method: It was undertaken within Delivering Equality in Schools (DEIS)primary schools in Ireland. In phase I, children with DLD aged 9-12years (n=7), and teachers (n=7) attended interviews/focus groups to explore their experiences of DLD. In phase II, an educational intervention was developed and deliveredt o teachers. Surveys to assess awareness, knowledge, and actions were completed pre-intervention(n=102), post-intervention(n=78),and 2-3monthspost-intervention (n=37).Referrals to SLT were monitored 3-monthspre-and post-intervention. Results:DLD ‘red-flags’,and facilitators and barriersto functioningwere identifiedand included inthe intervention. The interventionsignificantlyincreasedteachers’ awareness(n=71, p<0.05), knowledge(n=71, p<0.001), andconfidence (n=71, p<0.001) post-intervention. Teachers reported an increaseduse of facilitative communicative strategies 2-3 months post-intervention.There was no significant increase in the number of referrals made to SLT(p=0.732), however teachers identifiedsignificantly more children aspossiblyhaving DLD than the number of referrals they reportedly made to SLT2-3 months post-intervention(n=37, p<0.001).Conclusion: The co-produced intervention increasedteachers’ awareness, knowledge, and some actions supporting them in identifying and teachingchildren with DLD. Further research is required on increasing SLT referrals.en_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.subjectResponse to intervention (Learning disabled children)en_US
dc.subjectCommunicative disorders in childrenen_US
dc.subjectDevelopmental Language Disorderen_US
dc.subjectEducational interventionsen_US
dc.titleDevelopment and delivery of an educational intervention that increased teachers’ awareness, knowledge, and actions related to Developmental Language Disorder(DLD) /en_US
dc.subject.departmentDept of Health and Nutritional Sciences, ITSen_US

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