Co-Creation of a Multi-Tiered Narrative Intervention Program for Speech-Language Pathology and Educational Settings.
Purpose: This study aims to describe how a multi-tiered multimodal narrative intervention program was developed by integrating research and real-life professional practice through a participatory co-creation process using multiple methods. Method: A total of 24 preschool teachers, 69 therapists, and...
| Publicado en: | American Journal of Speech-Language Pathology Vol. 34; no. 6; pp. 3279 - 3300 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Dec2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189224608&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189224608 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10580360 5E7 jtl: American Journal of Speech-Language Pathology issn: 10580360 maglogo: N pubinfo: dt: Dec2025 vid: 34 iid: 6 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 189224608 189224608 189224608 10.1044/2025_AJSLP-25-00099 189224608 ppf: 3279 ppct: 21 formats: tig: atl: Co-Creation of a Multi-Tiered Narrative Intervention Program for Speech-Language Pathology and Educational Settings. aug: au: Florit-Pons, Júlia Prieto, Pilar Igualada, Alfonso affil: Department of Translation and Language Sciences, Universitat Pompeu Fabra, Barcelona, Spain sug: subj: Speech Disorders Therapy Speech Therapy Methods Narratives Program Development Speech-Language Pathology Human Funding Source Spain Child, Preschool Multimethod Studies Snowball Sample Teachers Speech-Language Pathologists Collaboration Implementation Science Professional Practice, Research-Based Conceptual Framework Child, Preschool: 2-5 years ab: Purpose: This study aims to describe how a multi-tiered multimodal narrative intervention program was developed by integrating research and real-life professional practice through a participatory co-creation process using multiple methods. Method: A total of 24 preschool teachers, 69 therapists, and three researchers working in Catalonia participated in a five-session iterative co-creation process. First, the initial narrative intervention prototype was presented. Then, using the nominal group technique, practitioners generated ideas associated with narrativebased training. These ideas underwent qualitative and quantitative analyses to ensure that practitioners' needs were reflected in the prototype's design, with corrections made when necessary. Participants then piloted the intervention in their professional contexts and provided feedback. This led to the final revision of the narrative intervention program, approved by all participants. Results: Qualitative and quantitative analyses led to a few changes in the intervention protocols but essentially confirmed the practicability of the multi-tiered intervention prototype, which might therefore ensure the intervention's feasibility and effectiveness. Conclusions: This study aligns with the implementation science approach where educational interventions must be based on science and informed by contextual factors affecting their implementation in real life. Our results underline the importance of following co-creation processes that systematically accommodate practitioners' perspectives to improve educational and clinical outcomes. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|