Evidence suggests that parent-child shared-reading
interventions can have a positive impact on print awareness and oral language.
Nevertheless, parents often have difficulty completing the interventions as
described. Researchers in the field of Implementation Science are interested in
identifying barriers that prevent an intervention from being implemented the
way it was intended. Justice et al. aimed to identify barriers that parents experience
when completing a print-focused reading intervention designed to improve
early-literacy skills of children with developmental language disorder.
Parents who were involved in a shared-reading intervention
study completed questionnaires and interviews regarding their participation. Four
main challenges to completing the intervention as described were identified:
time-related pressure, parent reading difficulties or discomfort with reading,
and a limited understanding of the intervention benefits. The authors then identified behaviour-changing
techniques to align with each of these barriers. The behaviour-changing
techniques included: Reward Technique: providing a reward each time a session
is completed, Feedback Technique: providing feedback on the parent’s skills, Model
Technique: providing models of a session and Encouragement Technique: providing
messages that emphasize the value of the intervention.
Evaluation of the behaviour-changing techniques are
currently underway. Preliminary results reveal that even with the techniques,
one-third of parents enrolled are struggling with implementing the
intervention. Overall, this article demonstrates the variability in how well
caregivers can implement interventions and highlights the need to investigate
how to make interventions manageable for parents.
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