JCPSLP Vol 23 Issue 2 2021

Table 2. RE-AIM a Domain EFFECTIVENESS: Information and issues to consider when implementing and evaluating It Takes Two to Talk ®b

What information could be collected?

Issues for consideration

Child outcome measures

• Select a comprehensive yet feasible suite of outcome measures. • Understand the psychometric properties of the tools used to collect measures, and strengths and limitations of measures collected. • Ensure clinicians are trained on outcomes to be collected. Even if they appear straightforward, ensure there are written instructions concerning data collection and interpretation.

Measure change in the child’s: • Communication profile: Scores on the child component of the It Takes Two to Talk ® Child and Parent Observation Form (The Hanen Centre ® , 2013); or the Communication Symbolic Behaviour Scale–Developmental Profile (Wetherby & Prizant, 2001). • Vocabulary: Number of words understood and/or said (e.g., Fenson et al., 2007; Kalashnikova, Schwarz, & Burnham, 2016). • Syntax: MLU3 (e.g., Heidlage et al., 2020). • Speech: inventory of consonants, syllable and word-shapes, number of protowords, and proportion of whole words correct in a toddler speech sample. • Communication activity and participation: Change in score on the Focus on Communication Under Six-34 (FOCUS-34) (Thomas-Stonell et al., 2015).

Parent outcome measures

• Communication profile: Score on It Takes Two to Talk ® Child and Parent Observation Form (The Hanen Centre®, 2013) regarding frequency of interaction and language strategies. Alternatively, consider the Maternal Responsiveness Global rating scale (Hudson et al, 2015). • Parent Sense of Competence Scale (PCOS) (Johnston & Mash, 1989.

• Consider the above issues when collecting and evaluating parent outcome data.

a Glasgow et al., 2019 b Weitzman, 2017

Tables 3. RE-AIM a Domain ADOPTION: Information and issues to consider when implementing and evaluating It Takes Two to Talk ®b

What information could be collected?

Issues for consideration

Settings

• Develop clear work practices to incorporate data collection as part of the service delivery. This will aid completion of attendance and hours spent on activities.

• Number of centres/sites within an organisation willing to implement the program with children referred to their centre/site. • Number of times the program is completed at each centre/site, and the number of children/parents per group. • Characteristics of Local Government Area from the Australian Bureau of Statistics for centres/sites willing to use the program (e.g., % speaking a language other than English at home; Index of Relative Socio-Economic Advantage and Disadvantage). • Proportion of SLPs at a site willing to implement the program. • Characteristics of the SLPs completing vs not completing the program at their centre (age, years of experience, prior experience implementing the program or similar group parent-training programs, SLP grade/level of employment). • Pre and post survey of SLPs confidence in delivering the program and their views on support from the workplace and how they could be further supported. Clinician

• If adoption varies between sites, consider running a focus group to explore potential SLP and setting factors serving as barriers or facilitators to program adoption and/or maintenance.

a Glasgow et al., 2019 b Weitzman, 2017

and type of settings in which the intervention is delivered (see Table 3). Information about organisation support, why an intervention is or is not adopted in a particular setting, and why some SLPs do or do not implement an intervention can be insightful in understanding the barriers and facilitators of implementation success. Information about adoption can be valuable for understanding why

illustrate the cost of implementing a standard set of outcome measures in their multidisciplinary clinic for

children with cleft-lip and palate. The adoption domain

Adoption addresses the number and representativeness of SLPs in a service delivering an intervention and the number

61

JCPSLP Volume 23, Number 2 2021

www.speechpathologyaustralia.org.au