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Errata

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

doi: 10.3791/6451 Published: October 19, 2020

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).

Disclosures

No conflicts of interest declared.

DOI

Cite this Article

Erratum: Involving Individuals with Developmental Language Disorder and their Parents/Carers in Research Priority Setting. J. Vis. Exp. (164), e6451, (2020).More

Erratum: Involving Individuals with Developmental Language Disorder and their Parents/Carers in Research Priority Setting. J. Vis. Exp. (164), e6451, (2020).

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