A Realist Synthesis of Interprofessional Collaborative Practices in Early Intervention for Children with Speech, Language and Communication Needs

Autor/inn/en	Langner, Jana; Fukkink, Ruben G.
Titel	A Realist Synthesis of Interprofessional Collaborative Practices in Early Intervention for Children with Speech, Language and Communication Needs
Quelle	In: International Journal of Language & Communication Disorders, 58 (2023) 2, S.516-541 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Langner, Jana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12789
Schlagwörter	Young Children; Early Intervention; Speech Impairments; Speech Therapy; Language Impairments; Communication Disorders; Interprofessional Relationship; Cooperation; Inclusion + Suchen Sie Ihr Suchwort? Frühe Kindheit; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Entwicklungsproximale Sprachtherapie; Logotherapie; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Kommunikationsstörung; Co-operation; Kooperation; Inklusion
Abstract	Background: Interprofessional collaborative practices (IPCP) are considered to be a crucial factor in the optimal support of young children (3-6 years) with speech, language and communication needs (SLCN) in inclusive early childhood education and care (ECEC). Aims: To investigate IPCP in interventions using a collaborative approach for young children with SLCN in ECEC, by identifying mechanisms within IPCP and how these mechanisms relate to specific context factors and professional and child-related outcomes. Methods: A realist review of 22 empirical intervention studies, published between 1994 and 2019, was conducted to synthesise context-mechanism-outcome (CMO) configurations, combining context factors, IPCP mechanisms and outcomes at staff and child level. Main Contribution: Reciprocal IPCP mechanisms were reported together with interprofessional intervention practices, whereas one-directional IPCP mechanisms were restricted to gains in professional development. Our review further suggests that collective ownership of intervention goals, combined with personal cooperation and communication skills of staff, is vital for inclusive practices and functional communication of children with SLCN. Conclusion: Our review has revealed indications for effective IPCP mechanisms, context factors at staff level, and positive outcomes for the professional development of staff working with children with SLCN. In addition, our findings support a link between IPCP and child-related outcomes regarding speech, language and communication development. Future studies should increase our insight into how practitioners, children and families profit from daily collaborative practices. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01