As speech-language pathologists, we continuously seek evidence-based methods to improve outcomes for children. The study titled "A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial" provides valuable insights into a classroom-based intervention that can significantly enhance children's cognitive and language skills. This blog aims to highlight the key findings of the study and offer practical recommendations for practitioners.
Key Findings of the Study
The RECALL (Recall to Enhance Children's Attention, Language, and Learning) program was designed to target working memory (WM) through classroom activities. The feasibility trial assessed several critical aspects:
- Recruitment and sampling procedures
- Compliance and fidelity of intervention delivery
- Acceptability of the intervention to health professionals (HPs) and teachers
- Appropriateness of outcome measures
Recruitment and Sampling
The study successfully recruited six schools and 60 children, meeting its targets. However, the sampling procedures require modifications to better represent children with developmental difficulties.
Compliance and Fidelity
Compliance was high, with 95% of RECALL sessions delivered. However, fidelity varied significantly, with a range of 45% to 76%. This variation was influenced by class size, child factors, and facilitator understanding of the intervention theory.
Acceptability
Mixed findings were reported regarding the acceptability of RECALL. While the fantastical play and listening recall components were well-received, the odd one out task was challenging for both children and facilitators.
Outcome Measures
The study identified appropriate outcome measures but noted that some assessments were time-consuming and potentially impacted children's motivation and performance.
Practical Recommendations for Practitioners
Based on the study's findings, here are some practical recommendations for implementing classroom-based interventions:
- Small Group Interventions: Repackage the intervention as a small group activity to enhance fidelity and effectiveness.
- Thorough Training: Provide comprehensive training for teachers on the theoretical underpinnings and practical delivery of the intervention.
- Monitor Progress: Use alternative methods, such as trained observers, to monitor children's progress weekly.
- Adjust Dosage: Modify the dosage and task difficulty to match the children's capabilities, ensuring the intervention remains challenging yet achievable.
Encouraging Further Research
The study underscores the importance of data-driven decisions in educational interventions. Further research is essential to refine and validate the RECALL program. Practitioners are encouraged to engage in research activities and contribute to the growing body of evidence supporting classroom-based interventions.
To read the original research paper, please follow this link: A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial.
