Abstract

Introduction:
On average, two children per classroom present with a language disorder severe enough to hinder academic progress (Norbury et al., 2016). Supporting these children in their language development is essential for positive health and wellbeing outcomes in later life (Law, Rush, Schoon, & Parsons, 2009), and it is particularly important that intervention is provided in the early years (McKean et al., 2017). There is currently a paucity of robustly evaluated interventions for Speech and Language Therapists and others involved in children’s healthcare to support this population (Law, Garrett, & Nye, 2010). The present research evaluates one such intervention, Building Early Sentences Therapy (BEST). A protocol for a quasi-experimental trial is discussed, and its clinical and practical impact is explored.
Methods:
Schools matched on SES were allocated to receive either BEST with additional signing, BEST without signing, or to receive Treatment as Usual (TAU). Approximately 50 children with receptive and/or expressive language abilities were recruited with parental consent. Children’s progress on targeted language structures, broader language abilities and functional communication were assessed by researchers blind to treatment arm at baseline, outcome and follow up.
Results:
Data collection and analysis is ongoing and will be complete by July 2019. A protocol is presented outlining key methodological features of the study. How the protocol informs, and is informed by, current best practice is discussed.
Conclusions and impact:
This study aims to set the gold standard for intervention research and aims to inform future trials of a similar nature. It will also have far reaching impact within Speech and Language Therapy services as it provides an evidence base that can be used to inform treatment decisions, which is crucial in determining most appropriate care. The findings will have implications for both health and education researchers and practitioners.