Response to Intervention Services for Preschool Children with Developmental Language Disorder: Opinions of School and Health Care Service Professionals and Managers

Autor/inn/en	Ross-Lévesque, Élody; Careau, Emmanuelle; Desmarais, Chantal
Titel	Response to Intervention Services for Preschool Children with Developmental Language Disorder: Opinions of School and Health Care Service Professionals and Managers
Quelle	In: Child Language Teaching and Therapy, 39 (2023) 1, S.94-109 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ross-Lévesque, Élody)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590231155862
Schlagwörter	Language Impairments; Developmental Disabilities; Preschool Children; School Readiness; Affordances; Barriers; Response to Intervention; Foreign Countries; Community Services; Training; Speech Language Pathology; Allied Health Personnel; Stakeholders; Change Strategies; Individual Needs; Agency Cooperation; Canada + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Ausland; Gemeindenahe Versorgung; Ausbildung; Lösungsstrategie; Kanada
Abstract	Background: Children with developmental language disorder (DLD) are less prepared for school than typically developing children and are therefore at risk for academic, social, and behavioral difficulties when they enter school. To support these children, early family-centered intervention is recommended. However, access to effective care remains an issue. Researchers have therefore suggested to reconsider the place of individual specialized intervention within a broader systemic response to intervention (RTI) framework. The aim of this study is to explore the opinions of professionals and managers working with children aged 0-5 with language difficulties on strategies to better support their school readiness. Specifically, it explores the facilitators and barriers to school readiness in children with DLD as well as strategies to better prepare them for school. Finally, it examines how an RTI model can provide a framework for services to preschool children with DLD. Methods: Two focus groups were conducted with 15 professionals and managers in the health care and school systems in the province of Quebec (Canada). The interviews were analyzed using an analytical questioning strategy. Results: Five key elements in service delivery were deemed essential in supporting school readiness of children with language difficulties: (1) maximizing community initiatives, (2) training and supporting partners, (3) supporting change in practice, (4) offering flexible services adapted to children's needs, and (5) implementing mechanisms to ensure service continuity and information transfer between agencies. These key elements are conceptualized within the RTI model. Conclusion: The five key elements identified in this study should be part of an intervention model in order to optimize service organization and better support school readiness for children with DLD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01