Pregled bibliografske jedinice broj: 1216022
Do SLPs consider theory when planning interventions? Investigating key theoretical concepts that drive DLD service delivery in Croatia
Do SLPs consider theory when planning interventions? Investigating key theoretical concepts that drive DLD service delivery in Croatia // International Developmental Language Disorder Research Conference
Sydney, Australija, 2022. (predavanje, međunarodna recenzija, neobjavljeni rad, znanstveni)
CROSBI ID: 1216022 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Do SLPs consider theory when planning
interventions? Investigating key theoretical
concepts that drive DLD service delivery in
Croatia
Autori
Kuvač Kraljević, Jelena ; Matić Škorić, Ana
Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni
Skup
International Developmental Language Disorder Research Conference
Mjesto i datum
Sydney, Australija, 19.09.2022. - 21.09.2022
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
Theory-driven intervention ; Ingredients ; Targets ; Practitioner Survey
Sažetak
The importance of theory in developing interventions for children with DLD has been emphasized in the recent decades (Ellis Weismer, 1991 ; Hart, 2014), primarily because theories are essential for isolating and testing active ingredients that lead to change. Theories specify how interventions work (Hart, 2014), so every intervention should be theory-driven. However, practitioners are insufficiently knowledgeable of theories and do not distinguish between them, leading to an elective approach to theories (Saldaña & Murphy, 2019). The aim is to examine Croatian SLPs' knowledge of various theories that support interventions for children with DLD. Specifically, we are interested in theoretical frameworks on which they base the intervention, and the ingredients they use to elicit desired language behaviour. The Practitioner Survey (Law et al., 2019) developed as part of the COST Action IS1406 was used for the study. Consistent with the aim, selected data from Part One: SLP-Related Information and Part Three: Theoretical Considerations were observed. Eighty-four SLPs from different parts of Croatia, working in different sectors, completed the Survey. Half of the sample considers theory often or always, and half does it sometimes or never. The main criteria for intervention selection are knowledge of the appropriateness of the approach with regards to DLD or the availability and variability of materials that can be used. SLPs report implementing various strategies, but when they had to indicate how often they consider different theories the most common answers were 'do not know' or 'sometimes'. SLPs appear to be aware of the importance of considering theory behind practice, but with a relatively high degree of uncertainty about the exact theoretical approaches and strategies on which they are based. However, professionals seem to have developed their own criteria on which to base their interventions, likely intuitively or as a result of their experience.
Izvorni jezik
Engleski
Znanstvena područja
Logopedija
POVEZANOST RADA
Projekti:
COST-CAIS1406 - Unapređenje dječjih jezičnih vještina diljem Europe i šire - suradnja usmjerena na intervencije za djecu s poteškoćama u učenju prvog jezika (Pavičić Dokoza, Katarina, COST ) ( CroRIS)
Ustanove:
Edukacijsko-rehabilitacijski fakultet, Zagreb