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dc.contributor.authorZwart-Langner, Jana van der
dc.contributor.authorFukkink, Ruben G.
dc.coverage.spatialNorway, Trondheim.en_US
dc.date.accessioned2022-10-20T12:03:29Z
dc.date.available2022-10-20T12:03:29Z
dc.date.created2022-10-18T13:03:51Z
dc.date.issued2022-08-21
dc.identifier.citationInternational journal of language and communication disorders. 2022, 1-26.en_US
dc.identifier.issn1368-2822
dc.identifier.urihttps://hdl.handle.net/11250/3027317
dc.description.abstractBackground: Interprofessional collaborative practices (IPCP) are considered to be a crucial factor in the optimal support of young children (3–6 years) with speech, language and communication needs (SLCN) in inclusive early childhood education and care (ECEC). Aims: To investigate IPCP in interventions using a collaborative approach for young children with SLCN in ECEC, by identifying mechanisms within IPCP and how these mechanisms relate to specific context factors and professional and child-related outcomes. Methods: A realist review of 22 empirical intervention studies, published between 1994 and 2019, was conducted to synthesise context-mechanismoutcome (CMO) configurations, combining context factors, IPCP mechanisms and outcomes at staff and child level. Main Contribution: Reciprocal IPCP mechanisms were reported together with interprofessional intervention practices, whereas one-directional IPCP mechanisms were restricted to gains in professional development. Our review further suggests that collective ownership of intervention goals, combined with personal cooperation and communication skills of staff, is vital for inclusive practices and functional communication of children with SLCN. Conclusion: Our review has revealed indications for effective IPCP mechanisms, context factors at staff level, and positive outcomes for the professional development of staff working with children with SLCN. In addition, our findings support a link between IPCP and child-related outcomes regarding speech, language and communication development. Future studies should increase our insight into how practitioners, children and families profit from daily collaborative practices.en_US
dc.description.abstractA realist synthesis of interprofessional collaborative practices in early intervention for children with speech, language and communication needsen_US
dc.language.isoengen_US
dc.publisherWileyen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectinterprofessional collaborative practices,en_US
dc.subjectspeech language and communication needs,en_US
dc.subjectearly childhood education and care,en_US
dc.subjectIPCP mechanismsen_US
dc.titleA realist synthesis of interprofessional collaborative practices in early intervention for children with speech, language and communication needsen_US
dc.title.alternativeA realist synthesis of interprofessional collaborative practices in early intervention for children with speech, language and communication needsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder©2022 Authorsen_US
dc.subject.nsiVDP::Spesialpedagogikk: 282en_US
dc.subject.nsiVDP::Special needs education: 282en_US
dc.source.pagenumber26.en_US
dc.source.journalInternational journal of language and communication disordersen_US
dc.identifier.doi10.1111/1460-6984.12789
dc.identifier.cristin2062390
dc.source.articlenumber12789en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal