University of Oulu

Frizelle, P., McKean, C., Eadie, P., Ebbels, S., Fricke, S., Justice, L.M., Kunnari, S., Leitão, S., Morgan, A.T., Munro, N., Murphy, C.-A., Storkel, H.L. and Van Horne, A.O. (2023), Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) – a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD. J Child Psychol Psychiatr, 64: 474-479.

Editorial perspective : maximising the benefits of intervention research for children and young people with developmental language disorder (DLD) – a call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD

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Author: Frizelle, Pauline1; McKean, Cristina2; Eadie, Patricia3;
Organizations: 1Department of Speech and Hearing Sciences, University College Cork, Cork, Ireland
2Department of Speech and Language Sciences, School of Education, Communication & Language Sciences, Newcastle University, Newcastle upon Tyne, UK
3Melbourne Graduate School of Education, University of Melbourne, Melbourne, Vic., Australia
4Moor House Research and Training Institute, Moor House School & College, London, UK
5Division of Psychology and Language Sciences, University College London, London, UK
6Division of Human Communication Sciences, Health Sciences School, The University of Sheffield, Sheffield, UK
7Department of Educational Studies, The Ohio State University, Columbus, OH, USA
8Research Unit of Logopedics, Faculty of Humanities, University of Oulu, Oulu, Finland
9Curtin School of Allied Health, Curtin University, Perth, WA, Australia
10Speech and Language, Murdoch Children's Research Institute, Melbourne, Vic., Australia
11Department of Audiology and Speech Pathology, University of Melbourne, Melbourne, Vic., Australia
12Speech Pathology Department, Royal Children's Hospital, Melbourne, Vic., Australia
13Sydney School of Health Sciences, The University of Sydney, Camperdown, NSW, Australia
14HIST Health Research Institute and School of Allied Health, University of Limerick, Limerick, Ireland
15Department of Speech, Language, Hearing: Sciences & Disorders, University of Kansas, Lawrence, KS, USA
16Department of Communication Sciences & Disorders, University of Delaware, Newark, DE, USA
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.2 MB)
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Language: English
Published: John Wiley & Sons, 2022
Publish Date: 2022-10-05


Current methods for reporting interventions do not allow key questions of importance to practitioners, service providers, policy-makers and people with DLD to be answered, and hence limit the implementation of effective interventions in the real world. To extend the existing EQUATOR guidelines to the context of speech language therapy/pathology for children with language disorder and to provide more specific guidance on participants, interventions and outcomes within the CONSORT checklist (used to improve the reporting of randomised controlled trials) and TIDieR (Template for Intervention Description and Replication) to ensure consistency of reporting. We will develop a core team to include representatives from each of the key groups who will either use or be influenced by the final reporting guidance across different countries. To achieve each set of aims, we will conduct reviews of the literature (which present typologies of intervention characteristics in (D)LD and related disorders); carry out focus groups; and use systematic consensus methods such as the Delphi technique, nominal group technique or consensus development conferences. Through the development and adoption of standard intervention reporting criteria, we anticipate that we will overcome the numerous barriers for practitioners, services and policy-makers in applying intervention evidence to practice. We believe that establishing international consensus on reporting guidelines would significantly accelerate progress in DLD research and the ease with which it can be used in clinical practice, by capitalising on the growth in intervention studies to enable international collaboration and new methodologies of data pooling, meta-analyses and cross-study comparisons.

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Series: Journal of child psychology and psychiatry
ISSN: 0021-9630
ISSN-E: 1469-7610
ISSN-L: 0021-9630
Volume: 64
Issue: 3
Pages: 474 - 479
DOI: 10.1111/jcpp.13694
Type of Publication: A1 Journal article – refereed
Field of Science: 6121 Languages
Funding: Open access funding provided by IReL.
Copyright information: © 2022 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health. This is an open access article under the terms of the Creative Commons Attribution License, which permits use distribution and reproduction in any medium, provided the original work is properly cited.