Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers Purpose This study presents an application of the theoretical domains framework (TDF; Michie et al., 2005), an integrative framework drawing on behavior-change theories, to speech-language pathology. Methods A multistep procedure was used to identify barriers affecting caregivers' implementation of shared-reading interventions with their children with language impairment (LI). ... Supplement Article
Supplement Article  |   December 01, 2015
Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers
 
Author Affiliations & Notes
  • Laura M. Justice
    Crane Center for Early Childhood Research and Practice, The Ohio State University, Columbus
  • Jessica R. Logan
    Crane Center for Early Childhood Research and Practice, The Ohio State University, Columbus
  • Laura Damschroder
    Center for Clinical Management Research, Veterans Administration Ann Arbor Healthcare System, MI
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Laura M. Justice: justice.57@osu.edu
  • Editor and Associate Editor: Rhea Paul
    Editor and Associate Editor: Rhea Paul×
Article Information
Development / School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions / Supplement: Implementation Science
Supplement Article   |   December 01, 2015
Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers
Journal of Speech, Language, and Hearing Research, December 2015, Vol. 58, S1851-S1863. doi:10.1044/2015_JSLHR-L-14-0344
History: Received December 8, 2014 , Revised June 30, 2015 , Accepted July 3, 2015
 
Journal of Speech, Language, and Hearing Research, December 2015, Vol. 58, S1851-S1863. doi:10.1044/2015_JSLHR-L-14-0344
History: Received December 8, 2014; Revised June 30, 2015; Accepted July 3, 2015

Purpose This study presents an application of the theoretical domains framework (TDF; Michie et al., 2005), an integrative framework drawing on behavior-change theories, to speech-language pathology.

Methods A multistep procedure was used to identify barriers affecting caregivers' implementation of shared-reading interventions with their children with language impairment (LI). The authors examined caregiver-level data corresponding to implementation issues from two randomized controlled trials and mapped these to domains in the TDF as well as empirically validated behavior-change techniques.

Results Four barriers to implementation were identified as potentially affecting caregivers' implementation: time pressures, reading difficulties, discomfort with reading, and lack of awareness of benefits. These were mapped to 3 TDF domains: intentions, beliefs about capabilities, and skills. In turn, 4 behavior-change techniques were identified as potential vehicles for affecting these domains: reward, feedback, model, and encourage. An ongoing study is described that is determining the effects of these techniques for improving caregivers' implementation of a shared-reading intervention.

Conclusions A description of the steps to identifying barriers to implementation, in conjunction with an ongoing experiment that will explicitly determine whether behavior-change techniques affect these barriers, provides a model for how implementation science can be used to identify and overcome implementation barriers in the treatment of communication disorders.

Acknowledgments
Research discussed in this work is supported by National Institutes of Health (National Institute on Deafness and Other Communication Disorders) Grants DC04933 and DC013599 (awarded to Laura M. Justice) and Institute of Education Sciences (National Center for Special Education Research) Grant R324A080037 (awarded to Laura M. Justice).
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