Interprofessional collaboration between educational psychologists and speech and language therapists in the UK: facilitators and barriers

In the UK, speech and language therapists (SLTs) and educational psychologists (EPs) are professionals who support children with speech, language and communication needs (SLCN). Legislative and socio-economic changes within the UK and continuing concern about poor outcomes for children with SLCN provided the impetus for a focus on interprofessional collaboration between these two groups. An online survey was distributed to qualified EPs and SLTs in the UK enquiring about facilitators and barriers to collaboration. Responses from 125 EPs and 182 SLTs were content analysed. Responses indicated that communication and working environments were key factors impacting interprofessional collaboration. Relationships and commitment to joint working were also cited as facilitators. Challenges related to reduced resourcing, staffing and changes to working environments as a result of austerity. A framework illustrating possible inter-relationships between factors is presented, indicating hypothesised pathways that could underpin planning for development and change. In summary, despite positive moves towards shared policy and guidance for children with SLCN, findings suggest that a continued focus on maximising effective interprofessional collaboration is crucial to ensure that assessment and early intervention are available to support children with speech, language and communication needs

An exploration of the mechanisms of change following an integrated group intervention for stuttering, as perceived by school-aged children who stutter (CWS)

PURPOSE: To explore the process of change and role of resilience following an integrated group intervention for children who stutter (CWS). METHODS: Using an exploratory multiple case study design, this research sought to identify the most significant changes perceived by seven participants following therapy, the mechanisms of change, and the role of resilience in the process of change. Quantitative measurements of resilience were combined with qualitative analysis of semi-structured interviews. RESULTS: Thematic analysis of qualitative data showed that cognitive and emotional change was a key driver for therapeutic change, enabled by the shared experience of the group and a positive therapeutic environment. These changes were generalised into clients’ real-world experiences, facilitated by their support network. Quantitative data demonstrated a statistically reliable positive change in overall Resiliency scores for four participants and reduced impact of stuttering scores on OASES-S for all participants, maintained at 12 month follow-up. CONCLUSIONS: This study demonstrates the importance of adopting an integrated approach in therapy for CWS, which incorporates Cognitive Behavioural Therapy (CBT) as a key component, to facilitate change and build resilience. These results are unique to this cohort of CWS and further investigation into the use of CBT and the process of change may be warranted. EDUCATIONAL OBJECTIVES: The reader will be able to (1) describe the integrated intervention used in this study (2) define the most significant change following therapy for the participants involved (3) summarise the key factors that facilitated change during the therapy process (as perceived by the participants)

Is implementation of evidence-based interventions in schools related to pupil outcomes? A systematic review

AIMS: The growing influence of implementation science has resulted in educational researchers exploring what occurs within schools to support intervention effectiveness. This paper provides an overview of existing research so that practitioners can understand the extent to which measures of implementation are associated with the outcomes of schoolbased interventions. METHOD: This paper systematically identified studies which correlated or directly compared the implementation of school-based interventions with pupil outcomes. Effect-sizes are reported and the strength of evidence appraised using a weight-of-evidence framework. FINDINGS: The 13 studies reviewed reported 32 quantified effect sizes which represented the strength and direction of the relationship between measures of implementation and intervention outcomes in schools. The review also identified gaps in current evidence which have implications for further research and practice. LIMITATIONS: This review did not explore factors which supported staff to implement interventions effectively. As such, this review focusses on the effects of implementation, rather than detailed practices. CONCLUSIONS: This review found that educational researchers rarely measured fidelity of programme implementation. When fidelity is measured, there are indications that proper execution and co-ordination of evidence-based interventions is positively related to pupil outcomes. However, the measurement of implementation fidelity can be undermined when 3/24 data is transformed into arbitrary categories, such as ‘good’ and ‘bad’. The practicalities of effectively transporting evidence-based interventions into school settings are discussed

Effects of a Six-Session Introductory Psychology Programme on Year 9 Pupils' Interest in Psychology and Approaches to Learning

Mayor of London’s Offic

Quasi-Monte Carlo for Highly Structured Generalised Response Models

Highly structured generalised response models, such as generalised linear mixed models and generalised linear models for time series regression, have become an indispensable vehicle for data analysis and inference in many areas of application. However, their use in practice is hindered by high-dimensional intractable integrals. Quasi-Monte Carlo (QMC) is a dynamic research area in the general problem of high-dimensional numerical integration, although its potential for statistical applications is yet to be fully explored. We survey recent research in QMC, particularly lattice rules, and report on its application to highly structured generalised response models. New challenges for QMC are identified and new methodologies are developed. QMC methods are seen to provide significant improvements compared with ordinary Monte Carlo methods

Objective Structured Professional Assessments for Trainee Educational Psychologists: an Evaluation

Objective Structured Professional Assessments (OSPAs) were developed and evaluated at three universities in the United Kingdom, to supplement supervisor assessments of trainee educational psychologists’ placement practice. Participating second year students on three educational psychology doctoral programmes (n = 31) and tutors (n = 12) were surveyed. Scenarios, developed with experienced practitioners, were considered authentic and relevant. Tutor feedback indicated that the marking scheme was a good basis for judgements, but required further calibration and standardisation. Strengths and limitations relating to authenticity of scenarios and practical arrangements were identified. Students considered OSPAs to be a valid assessment of communication and perspective-taking skills, although some found them to be anxiety provoking. Levels of authenticity and complexity were deemed appropriate, although there were concerns over time allowed and how the assessment criteria were interpreted. The discussion highlights how OSPAs address issues relating to assessment reliability by improving objectivity, reducing bias and providing uniformity to student assessment experiences

The development and evaluation of the Writing Assessment Measure (WAM) to assess children's narrative writing.

The study evaluated the reliability and validity of the Writing Assessment Measure (WAM), developed to reflect the skills which children of different abilities are expected to achieve in written expression, as part of the National Curriculum guidelines in England and Wales. The focus was on its potential use in investigations of children's written narrative in order to inform and target related interventions. The study involved 97 children aged 7–11 from one urban primary school in England. Prompt 1 was administered to all the children in their classrooms together with a standardised written expression test. After three weeks, the same procedure was followed and Prompt 2 was administered. Statistical analyses of the reliability and validity of the instrument showed that it is consistent over time and can be scored reliably by different raters. Content validity of the instrument was demonstrated through inspection of item total correlations which were all significant. Analyses for concurrent validity showed that the instrument correlates significantly with the Wechsler Written Expressive Language sub-test. Significant differences between children of different age and writing skill were also found. The findings indicate that the instrument has potential utility to professionals assessing children's writing

Protocol for the 'Virtual Traveller' cluster-randomised controlled trial: a behaviour change intervention to increase physical activity in primary-school Maths and English lessons.

INTRODUCTION:Physical activity (PA) has been shown to be an important factor for health and educational outcomes in children. However, a large proportion of children's school day is spent in sedentary lesson-time. There is emerging evidence about the effectiveness of physically active lessons: integrating physical movements and educational content in the classroom. 'Virtual Traveller' is a novel 6-week intervention of 10-min sessions performed 3 days per week, using classroom interactive whiteboards to integrate movement into primary-school Maths and English teaching. The primary aim of this project is to evaluate the effect of the Virtual Traveller intervention on children's PA, on-task behaviour and student engagement. METHODS AND ANALYSIS:This study will be a cluster-randomised controlled trial with a waiting-list control group. Ten year 4 (aged 8-9 years) classes across 10 primary schools will be randomised by class to either the 6-week Virtual Traveller intervention or the waiting-list control group. Data will be collected 5 times: at baseline, at weeks 2 and 4 of the intervention, and 1 week and 3 months postintervention. At baseline, anthropometric measures, 4-day objective PA monitoring (including 2 weekend days; Actigraph accelerometer), PA and on-task behaviour observations and student engagement questionnaires will be performed. All but anthropometric measures will be repeated at all other data collection points. Changes in overall PA levels and levels during different time-periods (eg, lesson-time) will be examined. Changes in on-task behaviour and student engagement between intervention groups will also be examined. Multilevel regression modelling will be used to analyse the data. Process evaluation will be carried out during the intervention period. ETHICS AND DISSEMINATION:The results of this study will be disseminated through peer-review publications and conference presentations. Ethical approval was obtained through the University College London Research Ethics Committee (reference number: 3500-004).UCL, National Health and Medical Research Counci

Mixed method evaluation of the Virtual Traveller physically active lesson intervention: An analysis using the RE-AIM framework.

UCL Crucible doctoral studentship; National Health and Medical Research Counci