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Happy Talk: A Pilot Effectiveness Study of a Targeted-Selective Speech-Language and Communication Intervention for Children from Areas of Social Disadvantage

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Title: Happy Talk: A Pilot Effectiveness Study of a Targeted-Selective Speech-Language and Communication Intervention for Children from Areas of Social Disadvantage
Language: English
Authors: Frizelle, Pauline (ORCID 0000-0002-9715-3788), Mullane, Elaine, O'Shea, Aoife, Ceroni, Anna, Dahly, Darren, Horgan, Anne, Levickis, Penny, Mckean, Cristina
Source: International Journal of Language & Communication Disorders. Sep-Oct 2021 56(5):954-974.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 21
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Foreign Countries, Preschool Children, Intervention, Speech Communication, Language Skills, Speech Skills, Program Effectiveness, Pilot Projects, Disadvantaged Youth
Geographic Terms: Ireland
DOI: 10.1111/1460-6984.12648
ISSN: 1368-2822
1460-6984
Abstract: Background: Despite the public health implications of language difficulties associated with social disadvantage, there is a dearth of effectiveness studies investigating the effects of targeted speech and language programmes in this area. Aims: To determine the effects of a targeted selective community-based child language intervention programme (Happy Talk), which simultaneously engaged with parents and early childhood educators, in the Republic of Ireland. Methods & Procedures: A mixed methods methodology was applied with quantitative outcome and qualitative process data collected. Effectiveness was examined using a quasi-experimental single blind study design comparing Happy Talk with 'usual care' across four preschools. Qualitative process data were also gathered to examine the acceptability and feasibility of the Happy Talk approach in practice, and to identify factors to improve the probability of successful wider implementation. Child language (PLS-5) and quality-of-life measures were administered pre- and immediately post- the 11-week intervention. Responsiveness was assessed as the parental outcome, and the oral language environment of preschools was measured using the Communication Supporting Classroom Observation Tool (CSCOT). Retrospective acceptability was analysed with reference to the theoretical framework of acceptability (v 2). Outcomes & Results: Pre-/post-expressive and composite language scores were collected for 58 children, and receptive scores for 54 children. Multiple linear regression revealed significant intervention effects for comprehension and total language with large and moderate effect sizes, respectively (0.60 and 0.46 SD). No significant effect was shown for parental responsiveness. No effects were found for the preschool environment or children's quality of life. Preschool staff deemed the programme to be an acceptable method of enhancing children's speech and language skills and rated the intervention positively. Conclusions & Implications: The Happy Talk pilot effectiveness trial shows that comprehension can be improved (with a large effect) in preschool children from areas of social disadvantage, following an 11-week intervention, in which parents and preschool staff are simultaneously engaged. The ecological validity of the programme, as well as feasibility and acceptability to staff, make it a suitable programme to be delivered at scale.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1346802
Database: ERIC
FullText Text:
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  Data: Happy Talk: A Pilot Effectiveness Study of a Targeted-Selective Speech-Language and Communication Intervention for Children from Areas of Social Disadvantage
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  Data: <searchLink fieldCode="AR" term="%22Frizelle%2C+Pauline%22">Frizelle, Pauline</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9715-3788">0000-0002-9715-3788</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mullane%2C+Elaine%22">Mullane, Elaine</searchLink><br /><searchLink fieldCode="AR" term="%22O'Shea%2C+Aoife%22">O'Shea, Aoife</searchLink><br /><searchLink fieldCode="AR" term="%22Ceroni%2C+Anna%22">Ceroni, Anna</searchLink><br /><searchLink fieldCode="AR" term="%22Dahly%2C+Darren%22">Dahly, Darren</searchLink><br /><searchLink fieldCode="AR" term="%22Horgan%2C+Anne%22">Horgan, Anne</searchLink><br /><searchLink fieldCode="AR" term="%22Levickis%2C+Penny%22">Levickis, Penny</searchLink><br /><searchLink fieldCode="AR" term="%22Mckean%2C+Cristina%22">Mckean, Cristina</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+%26+Communication+Disorders%22"><i>International Journal of Language & Communication Disorders</i></searchLink>. Sep-Oct 2021 56(5):954-974.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 21
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Skills%22">Speech Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+Projects%22">Pilot Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Youth%22">Disadvantaged Youth</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1460-6984.12648
– Name: ISSN
  Label: ISSN
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  Data: 1368-2822<br />1460-6984
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Despite the public health implications of language difficulties associated with social disadvantage, there is a dearth of effectiveness studies investigating the effects of targeted speech and language programmes in this area. Aims: To determine the effects of a targeted selective community-based child language intervention programme (Happy Talk), which simultaneously engaged with parents and early childhood educators, in the Republic of Ireland. Methods & Procedures: A mixed methods methodology was applied with quantitative outcome and qualitative process data collected. Effectiveness was examined using a quasi-experimental single blind study design comparing Happy Talk with 'usual care' across four preschools. Qualitative process data were also gathered to examine the acceptability and feasibility of the Happy Talk approach in practice, and to identify factors to improve the probability of successful wider implementation. Child language (PLS-5) and quality-of-life measures were administered pre- and immediately post- the 11-week intervention. Responsiveness was assessed as the parental outcome, and the oral language environment of preschools was measured using the Communication Supporting Classroom Observation Tool (CSCOT). Retrospective acceptability was analysed with reference to the theoretical framework of acceptability (v 2). Outcomes & Results: Pre-/post-expressive and composite language scores were collected for 58 children, and receptive scores for 54 children. Multiple linear regression revealed significant intervention effects for comprehension and total language with large and moderate effect sizes, respectively (0.60 and 0.46 SD). No significant effect was shown for parental responsiveness. No effects were found for the preschool environment or children's quality of life. Preschool staff deemed the programme to be an acceptable method of enhancing children's speech and language skills and rated the intervention positively. Conclusions & Implications: The Happy Talk pilot effectiveness trial shows that comprehension can be improved (with a large effect) in preschool children from areas of social disadvantage, following an 11-week intervention, in which parents and preschool staff are simultaneously engaged. The ecological validity of the programme, as well as feasibility and acceptability to staff, make it a suitable programme to be delivered at scale.
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  Data: 2022
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      – Text: English
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        PageCount: 21
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschool Children
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      – SubjectFull: Intervention
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      – SubjectFull: Speech Communication
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      – SubjectFull: Disadvantaged Youth
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      – SubjectFull: Ireland
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