Erratum: Involving Individuals with Developmental Language Disorder and their Parents/Carers in Research Priority Setting

Summary

An erratum was issued for: Involving Individuals with Developmental Language Disorder and their Parents/Carers in Research Priority Setting. The tables in the Representative Results section were updated.

Abstract

An erratum was issued for: Involving Individuals with Developmental Language Disorder and their Parents/Carers in Research Priority Setting. The tables in the Representative Results section were updated.

The tables in the Representative Results section were updated from:

Participant (n=42)	Topic Rating
	Identification	Assessment/ diagnosis	Bilingualism	Lifelong impact	Provision- primary	Provision- secondary	Provision- adults	Intervention	Working with others	Raising awareness	Technology
1				10	10	9	10	10	9	10	8
2				10	10	10	10	10	10	5	10
3	10	4	6	9	8	2	1	7	5	11	3
4	8	7	1	11	9	3	2	10	5	6	4
5	7	11	10	9	8	6	3	5	2	4	1
6	10	8	2	6	9	7	5	4	3	11	1
7	1	2	10	7	9	5	6	4	3	8	11
8	10	1	6	11	2	7	9	5	8	4	3
9	1	2	11	7	3	9	10	4	5	6	8
10	1	4	11	10	3	6	9	2	8	5	7
11	1	2	11	8	3	9	10	4	6	5	7
12	10	8	3	6	7	6	9	11	8	5	4
13	2	3	11	6	4	7	8	10	5	9	1
14	2	5	9	11	10	7	3	6	1	8	5
15	6	3		5	10	9	7	8		4	2
16	10	8	3	6	9	1	2	4		5	1
17	11	9	2	7	3	6	1	8	10	4	5
18	8	9	2	1	3	7	6	5		4	10
19	10	9	8	7	6	5	4	3		2	1
20	10	10	1	9	10	9	9	9	10	8	7
21	10		7	10	7	6	1	9	6	8	6
22	10	1	10	10	10			5
23		1	10	10	5			10
24		10	10		10		10	10	10	9
25	10	9	10	10	6	9	10	8	7	10	8
26	10	9	6	7	8	5	4	3		2	1
27	10	9	2	3	6	5	4	8		7	1
28	10	3	2	4	8	5	1	9		6	7
29	10	6	2	4	7	5	3	9		8	1
30	10	2	1	9	8	4	5	4		3	6
31	10	10	7	10	9	10	9	10	9	8	9
32	8	7	1	10	10	10	10	10	9	10	5
33	5	6	4	10	8	10	7	10	8	9	5
34	9	10	6	8	10	1	7	10	4	10	10
35	7	5	6	10	9	7	5	10	1	10	1
36	11	9	10	11	11	11	11	11	11	8	6
37	10	10	10	10	10	10	10	10	10	10	10
38	7	5	6	8		5		6	4	10	5
39	10	5	5	6		8		9	6	10	10
40	7	3	7	8		7		8	6	6	9
41	8	5	4	6		8		6	7	5	1
42	8	5	5	5		8		5	7	5	8
Corrector value	26	16	14	24	23	15	15	24	13	20	12

Table 3: Unadjusted and adjusted top ten research priorities lists. Table to show the top ten research priorities without adjustment (left column) and with adjustment (right column). * depict defined research areas which are not represented in the top ten of the other columns (i.e., where priorities were different).

to:

Participant (n=42)	Topic Rating
	Identification	Assessment/ diagnosis	Bilingualism	Lifelong impact	Provision- primary	Provision- secondary	Provision- adults	Intervention	Working with others	Raising awareness	Technology
1				10	10	9	10	10	9	10	8
2				10	10	10	10	10	10	5	10
3	10	4	6	9	8	2	1	7	5	11	3
4	8	7	1	11	9	3	2	10	5	6	4
5	7	11	10	9	8	6	3	5	2	4	1
6	10	8	2	6	9	7	5	4	3	11	1
7	1	2	10	7	9	5	6	4	3	8	11
8	10	1	6	11	2	7	9	5	8	4	3
9	1	2	11	7	3	9	10	4	5	6	8
10	1	4	11	10	3	6	9	2	8	5	7
11	1	2	11	8	3	9	10	4	6	5	7
12	10	8	3	6	7	6	9	11	8	5	4
13	2	3	11	6	4	7	8	10	5	9	1
14	2	5	9	11	10	7	3	6	1	8	5
15	6	3		5	10	9	7	8		4	2
16	10	8	3	6	9	1	2	4		5	1
17	11	9	2	7	3	6	1	8	10	4	5
18	8	9	2	1	3	7	6	5		4	10
19	10	9	8	7	6	5	4	3		2	1
20	10	10	1	9	10	9	9	9	10	8	7
21	10		7	10	7	6	1	9	6	8	6
22	10	1	10	10	10			5
23		1	10	10	5			10
24		10	10		10		10	10	10	9
25	10	9	10	10	6	9	10	8	7	10	8
26	10	9	6	7	8	5	4	3		2	1
27	10	9	2	3	6	5	4	8		7	1
28	10	3	2	4	8	5	1	9		6	7
29	10	6	2	4	7	5	3	9		8	1
30	10	2	1	9	8	4	5	4		3	6
31	10	10	7	10	9	10	9	10	9	8	9
32	8	7	1	10	10	10	10	10	9	10	5
33	5	6	4	10	8	10	7	10	8	9	5
34	9	10	6	8	10	1	7	10	4	10	10
35	7	5	6	10	9	7	5	10	1	10	1
36	11	9	10	11	11	11	11	11	11	8	6
37	10	10	10	10	10	10	10	10	10	10	10
38	7	5	6	8		5		6	4	10	5
39	10	5	5	6		8		9	6	10	10
40	7	3	7	8		7		8	6	6	9
41	8	5	4	6		8		6	7	5	1
42	8	5	5	5		8		5	7	5	8
Corrector value	26	16	14	24	23	15	15	24	13	20	12

Table 1: Topic ratings from all iDLD/iDLDPC participants with corrector values. Corrector value = frequency of topic rated above 7 (identified as cut-off). Corrector values transform survey data to integrate iDLD/iDLDPC data. Ratings above cut-off are in bold-italic. Blank spaces indicate topics not discussed or rated by iDLD/iDLDPC.

Research topic			Survey score	Topic Corrector Values			Final score
Specific characteristics of evidence-based DLD interventions which facilitate progress towards the goals of an individual with DLD			462	Intervention			486
				24
Effective tools to assist accurate diagnosis of DLD in early years children with significant SLCN			418	Assessment/diagnosis			434
				16
Implementation of SLT recommendations in the classroom by teaching staff: confidence levels, capacity, capability and levels of success			441	Working with others			454
				13
Effective ways of teaching self-help strategies to children with DLD			414	Intervention			438
				24
Effective interventions for improving receptive language in terms of intervention characteristics and mode of delivery			434	Intervention			458
				24
Impact of including speech, language and communication needs (SLCN)/ developmental language disorder (DLD) in teacher training course curriculums on referral rates and level of support for children with DLD			409	Working with others	Identification		448
				13	26
Effectiveness of a face-to-face versus indirect approach to intervention for individuals with DLD			417	Provision- primary	Provision- secondary	Provision- adult	470
				23	15	15
Outcomes for individuals with DLD across settings (e.g. language provision, mainstream school), in relation to curriculum access, language development and social skills			415	Lifelong impact	Provision- primary	Provision- secondary	477
				24	23	15
Impact of SLT interventions for adolescents and adults with DLD, on wider functional outcomes (e.g. quality of life, access to the curriculum, social inclusion and mental health)			392	Lifelong impact	Intervention		440
				24	24
Impact of targeted vocabulary interventions for individuals with DLD on curriculum access			410	Intervention			434
				24

Table 2: Top ten research topics from survey with unadjusted scores, with application of corrector values and adjusted scores. Each defined research area is assigned to one or more topic, and adjusted proportionately. The final column indicates final score which is used to identify top ten highest scoring research priorities

Rank	Unadjusted top ten research priorities (Correctors  not applied, survey data only)			Adjusted top ten research priorities (Corrector values applied)
1	Specific characteristics of evidence-based DLD interventions which facilitate progress towards the goals of an individual with DLD			Outcomes for individuals with DLD across settings (e.g. language provision, mainstream school), in relation to curriculum access, language development and social skills
2	Effective tools to assist accurate diagnosis of DLD in early years children with significant SLCN*			Specific characteristics of evidence-based DLD interventions which facilitate progress towards the goals of an individual with DLD
3	Implementation of SLT recommendations in the classroom by teaching staff: confidence levels, capacity, capability and levels of success			Effectiveness of a face-to-face versus indirect approach to intervention for individuals with DLD
4	Effective ways of teaching self-help strategies to children with DLD			Effective interventions for improving receptive language in terms of intervention characteristics and mode of delivery
5	Effective interventions for improving receptive language in terms of intervention characteristics and mode of delivery (402)			Impact of including speech, language and communication needs (SLCN)/ developmental language disorder (DLD) in teacher training course curriculums on referral rates and level of support for children with DLD
6	Impact of including speech, language and communication needs (SLCN)/ developmental language disorder (DLD) in teacher training course curriculums on referral rates and level of support for children with DLD			Impact of SLT interventions for adolescents and adults with DLD, on wider functional outcomes (e.g. quality of life, access to the curriculum, social inclusion and mental health)*
7	Effectiveness of a face-to-face versus indirect approach to intervention for individuals with DLD			Implementation of SLT recommendations in the classroom by teaching staff: confidence levels, capacity, capability and levels of success
8	Outcomes for individuals with DLD across settings (e.g. language provision, mainstream school), in relation to curriculum access, language development and social skills			Effective ways of teaching self-help strategies to children with DLD
9	Impact of SLT interventions for adolescents and adults with DLD, on wider functional outcomes (e.g. quality of life, access to the curriculum, social inclusion and mental health)			Impact of targeted vocabulary interventions for individuals with DLD on curriculum access
10	Impact of targeted vocabulary interventions for individuals with DLD on curriculum access			Impact of teacher training (on specific strategies/ language support) on academic attainment in adolescents with DLD in secondary schools

Table 3: Unadjusted and adjusted top ten research priorities lists. Table to show the top ten research priorities without adjustment (left column) and with adjustment (right column). * depict defined research areas which are not represented in the top ten of the other columns (i.e., where priorities were different).

Protocol

An erratum was issued for: Involving Individuals with Developmental Language Disorder and their Parents/Carers in Research Priority Setting. The tables in the Representative Results section were updated.

The tables in the Representative Results section were updated from:

Participant (n=42)	Topic Rating
	Identification	Assessment/ diagnosis	Bilingualism	Lifelong impact	Provision- primary	Provision- secondary	Provision- adults	Intervention	Working with others	Raising awareness	Technology
1				10	10	9	10	10	9	10	8
2				10	10	10	10	10	10	5	10
3	10	4	6	9	8	2	1	7	5	11	3
4	8	7	1	11	9	3	2	10	5	6	4
5	7	11	10	9	8	6	3	5	2	4	1
6	10	8	2	6	9	7	5	4	3	11	1
7	1	2	10	7	9	5	6	4	3	8	11
8	10	1	6	11	2	7	9	5	8	4	3
9	1	2	11	7	3	9	10	4	5	6	8
10	1	4	11	10	3	6	9	2	8	5	7
11	1	2	11	8	3	9	10	4	6	5	7
12	10	8	3	6	7	6	9	11	8	5	4
13	2	3	11	6	4	7	8	10	5	9	1
14	2	5	9	11	10	7	3	6	1	8	5
15	6	3		5	10	9	7	8		4	2
16	10	8	3	6	9	1	2	4		5	1
17	11	9	2	7	3	6	1	8	10	4	5
18	8	9	2	1	3	7	6	5		4	10
19	10	9	8	7	6	5	4	3		2	1
20	10	10	1	9	10	9	9	9	10	8	7
21	10		7	10	7	6	1	9	6	8	6
22	10	1	10	10	10			5
23		1	10	10	5			10
24		10	10		10		10	10	10	9
25	10	9	10	10	6	9	10	8	7	10	8
26	10	9	6	7	8	5	4	3		2	1
27	10	9	2	3	6	5	4	8		7	1
28	10	3	2	4	8	5	1	9		6	7
29	10	6	2	4	7	5	3	9		8	1
30	10	2	1	9	8	4	5	4		3	6
31	10	10	7	10	9	10	9	10	9	8	9
32	8	7	1	10	10	10	10	10	9	10	5
33	5	6	4	10	8	10	7	10	8	9	5
34	9	10	6	8	10	1	7	10	4	10	10
35	7	5	6	10	9	7	5	10	1	10	1
36	11	9	10	11	11	11	11	11	11	8	6
37	10	10	10	10	10	10	10	10	10	10	10
38	7	5	6	8		5		6	4	10	5
39	10	5	5	6		8		9	6	10	10
40	7	3	7	8		7		8	6	6	9
41	8	5	4	6		8		6	7	5	1
42	8	5	5	5		8		5	7	5	8
Corrector value	26	16	14	24	23	15	15	24	13	20	12

Table 3: Unadjusted and adjusted top ten research priorities lists. Table to show the top ten research priorities without adjustment (left column) and with adjustment (right column). * depict defined research areas which are not represented in the top ten of the other columns (i.e., where priorities were different).

to:

Participant (n=42)	Topic Rating
	Identification	Assessment/ diagnosis	Bilingualism	Lifelong impact	Provision- primary	Provision- secondary	Provision- adults	Intervention	Working with others	Raising awareness	Technology
1				10	10	9	10	10	9	10	8
2				10	10	10	10	10	10	5	10
3	10	4	6	9	8	2	1	7	5	11	3
4	8	7	1	11	9	3	2	10	5	6	4
5	7	11	10	9	8	6	3	5	2	4	1
6	10	8	2	6	9	7	5	4	3	11	1
7	1	2	10	7	9	5	6	4	3	8	11
8	10	1	6	11	2	7	9	5	8	4	3
9	1	2	11	7	3	9	10	4	5	6	8
10	1	4	11	10	3	6	9	2	8	5	7
11	1	2	11	8	3	9	10	4	6	5	7
12	10	8	3	6	7	6	9	11	8	5	4
13	2	3	11	6	4	7	8	10	5	9	1
14	2	5	9	11	10	7	3	6	1	8	5
15	6	3		5	10	9	7	8		4	2
16	10	8	3	6	9	1	2	4		5	1
17	11	9	2	7	3	6	1	8	10	4	5
18	8	9	2	1	3	7	6	5		4	10
19	10	9	8	7	6	5	4	3		2	1
20	10	10	1	9	10	9	9	9	10	8	7
21	10		7	10	7	6	1	9	6	8	6
22	10	1	10	10	10			5
23		1	10	10	5			10
24		10	10		10		10	10	10	9
25	10	9	10	10	6	9	10	8	7	10	8
26	10	9	6	7	8	5	4	3		2	1
27	10	9	2	3	6	5	4	8		7	1
28	10	3	2	4	8	5	1	9		6	7
29	10	6	2	4	7	5	3	9		8	1
30	10	2	1	9	8	4	5	4		3	6
31	10	10	7	10	9	10	9	10	9	8	9
32	8	7	1	10	10	10	10	10	9	10	5
33	5	6	4	10	8	10	7	10	8	9	5
34	9	10	6	8	10	1	7	10	4	10	10
35	7	5	6	10	9	7	5	10	1	10	1
36	11	9	10	11	11	11	11	11	11	8	6
37	10	10	10	10	10	10	10	10	10	10	10
38	7	5	6	8		5		6	4	10	5
39	10	5	5	6		8		9	6	10	10
40	7	3	7	8		7		8	6	6	9
41	8	5	4	6		8		6	7	5	1
42	8	5	5	5		8		5	7	5	8
Corrector value	26	16	14	24	23	15	15	24	13	20	12

Table 1: Topic ratings from all iDLD/iDLDPC participants with corrector values. Corrector value = frequency of topic rated above 7 (identified as cut-off). Corrector values transform survey data to integrate iDLD/iDLDPC data. Ratings above cut-off are in bold-italic. Blank spaces indicate topics not discussed or rated by iDLD/iDLDPC.

Research topic			Survey score	Topic Corrector Values			Final score
Specific characteristics of evidence-based DLD interventions which facilitate progress towards the goals of an individual with DLD			462	Intervention			486
				24
Effective tools to assist accurate diagnosis of DLD in early years children with significant SLCN			418	Assessment/diagnosis			434
				16
Implementation of SLT recommendations in the classroom by teaching staff: confidence levels, capacity, capability and levels of success			441	Working with others			454
				13
Effective ways of teaching self-help strategies to children with DLD			414	Intervention			438
				24
Effective interventions for improving receptive language in terms of intervention characteristics and mode of delivery			434	Intervention			458
				24
Impact of including speech, language and communication needs (SLCN)/ developmental language disorder (DLD) in teacher training course curriculums on referral rates and level of support for children with DLD			409	Working with others	Identification		448
				13	26
Effectiveness of a face-to-face versus indirect approach to intervention for individuals with DLD			417	Provision- primary	Provision- secondary	Provision- adult	470
				23	15	15
Outcomes for individuals with DLD across settings (e.g. language provision, mainstream school), in relation to curriculum access, language development and social skills			415	Lifelong impact	Provision- primary	Provision- secondary	477
				24	23	15
Impact of SLT interventions for adolescents and adults with DLD, on wider functional outcomes (e.g. quality of life, access to the curriculum, social inclusion and mental health)			392	Lifelong impact	Intervention		440
				24	24
Impact of targeted vocabulary interventions for individuals with DLD on curriculum access			410	Intervention			434
				24

Table 2: Top ten research topics from survey with unadjusted scores, with application of corrector values and adjusted scores. Each defined research area is assigned to one or more topic, and adjusted proportionately. The final column indicates final score which is used to identify top ten highest scoring research priorities

Rank	Unadjusted top ten research priorities (Correctors  not applied, survey data only)			Adjusted top ten research priorities (Corrector values applied)
1	Specific characteristics of evidence-based DLD interventions which facilitate progress towards the goals of an individual with DLD			Outcomes for individuals with DLD across settings (e.g. language provision, mainstream school), in relation to curriculum access, language development and social skills
2	Effective tools to assist accurate diagnosis of DLD in early years children with significant SLCN*			Specific characteristics of evidence-based DLD interventions which facilitate progress towards the goals of an individual with DLD
3	Implementation of SLT recommendations in the classroom by teaching staff: confidence levels, capacity, capability and levels of success			Effectiveness of a face-to-face versus indirect approach to intervention for individuals with DLD
4	Effective ways of teaching self-help strategies to children with DLD			Effective interventions for improving receptive language in terms of intervention characteristics and mode of delivery
5	Effective interventions for improving receptive language in terms of intervention characteristics and mode of delivery (402)			Impact of including speech, language and communication needs (SLCN)/ developmental language disorder (DLD) in teacher training course curriculums on referral rates and level of support for children with DLD
6	Impact of including speech, language and communication needs (SLCN)/ developmental language disorder (DLD) in teacher training course curriculums on referral rates and level of support for children with DLD			Impact of SLT interventions for adolescents and adults with DLD, on wider functional outcomes (e.g. quality of life, access to the curriculum, social inclusion and mental health)*
7	Effectiveness of a face-to-face versus indirect approach to intervention for individuals with DLD			Implementation of SLT recommendations in the classroom by teaching staff: confidence levels, capacity, capability and levels of success
8	Outcomes for individuals with DLD across settings (e.g. language provision, mainstream school), in relation to curriculum access, language development and social skills			Effective ways of teaching self-help strategies to children with DLD
9	Impact of SLT interventions for adolescents and adults with DLD, on wider functional outcomes (e.g. quality of life, access to the curriculum, social inclusion and mental health)			Impact of targeted vocabulary interventions for individuals with DLD on curriculum access
10	Impact of targeted vocabulary interventions for individuals with DLD on curriculum access			Impact of teacher training (on specific strategies/ language support) on academic attainment in adolescents with DLD in secondary schools

Table 3: Unadjusted and adjusted top ten research priorities lists. Table to show the top ten research priorities without adjustment (left column) and with adjustment (right column). * depict defined research areas which are not represented in the top ten of the other columns (i.e., where priorities were different).