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Co-Creation of a Multi-Tiered Narrative Intervention Program for Speech-Language Pathology and Educational Settings.

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Title: Co-Creation of a Multi-Tiered Narrative Intervention Program for Speech-Language Pathology and Educational Settings.
Authors: Florit-Pons, Júlia1 julia.florit@upf.edu, Prieto, Pilar1,2, Igualada, Alfonso3,4,5
Source: American Journal of Speech-Language Pathology. Dec2025, Vol. 34 Issue 6, p3279-3299. 21p.
Subject Terms: *Speech therapy, *Human services programs, *Interprofessional relations, *Speech-language pathology, *Teachers, *Research methodology, *Children, Research funding, Professional practice, Statistical sampling, Conceptual structures, Evidence-based medicine
Geographic Terms: Spain
Abstract: Purpose: This study aims to describe how a multi-tiered multimodal narrative intervention program was developed by integrating research and real-life professional practice through a participatory co-creation process using multiple methods. Method: A total of 24 preschool teachers, 69 therapists, and three researchers working in Catalonia participated in a five-session iterative co-creation process. First, the initial narrative intervention prototype was presented. Then, using the nominal group technique, practitioners generated ideas associated with narrativebased training. These ideas underwent qualitative and quantitative analyses to ensure that practitioners' needs were reflected in the prototype's design, with corrections made when necessary. Participants then piloted the intervention in their professional contexts and provided feedback. This led to the final revision of the narrative intervention program, approved by all participants. Results: Qualitative and quantitative analyses led to a few changes in the intervention protocols but essentially confirmed the practicability of the multi-tiered intervention prototype, which might therefore ensure the intervention's feasibility and effectiveness. Conclusions: This study aligns with the implementation science approach where educational interventions must be based on science and informed by contextual factors affecting their implementation in real life. Our results underline the importance of following co-creation processes that systematically accommodate practitioners' perspectives to improve educational and clinical outcomes. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Purpose: This study aims to describe how a multi-tiered multimodal narrative intervention program was developed by integrating research and real-life professional practice through a participatory co-creation process using multiple methods. Method: A total of 24 preschool teachers, 69 therapists, and three researchers working in Catalonia participated in a five-session iterative co-creation process. First, the initial narrative intervention prototype was presented. Then, using the nominal group technique, practitioners generated ideas associated with narrativebased training. These ideas underwent qualitative and quantitative analyses to ensure that practitioners' needs were reflected in the prototype's design, with corrections made when necessary. Participants then piloted the intervention in their professional contexts and provided feedback. This led to the final revision of the narrative intervention program, approved by all participants. Results: Qualitative and quantitative analyses led to a few changes in the intervention protocols but essentially confirmed the practicability of the multi-tiered intervention prototype, which might therefore ensure the intervention's feasibility and effectiveness. Conclusions: This study aligns with the implementation science approach where educational interventions must be based on science and informed by contextual factors affecting their implementation in real life. Our results underline the importance of following co-creation processes that systematically accommodate practitioners' perspectives to improve educational and clinical outcomes. [ABSTRACT FROM AUTHOR]
ISSN:10580360
DOI:10.1044/2025_AJSLP-25-00099