Table 1 Primary and secondary outcome measures for the Language for Learning Trial
Construct | Timing (years) | Measure | Additional information | ||
|---|---|---|---|---|---|
| Â | 4 | 5 | 6 | Â | Â |
Primary Outcome | Â | Â | Â | Â | Â |
Expressive and Receptive language | â–ª | â–ª | â–ª | Clinical Ev aluation of Language Fundamentals - Preschool Second Edition (CELF P2) [44] | Baseline only: Basic Concepts |
|  |  |  |  |  | 5 Years only: Word Classes (receptive + expressive subtests) |
| Â | Â | Â | Â | Â | 6 Years only: Word Classes (receptive only). |
Secondary Outcomes | Â | Â | Â | Â | Â |
Receptive vocabulary | ▪ |  | ▪ | Peabody Picture Vocabulary Test (PPVT-4) [45] | Used with Intervention group only at 4–5 Years (Baseline) |
Phonological skills | Â | â–ª | â–ª | Comprehensive Test of Phonological Processing (CTOPP) [46] | Subtests used: Elision; Blending Words; Sound Matching. |
| Â | Â | Â | Â | Â | Contribute to Phonological Awareness Composite Score. |
|  | ▪ | ▪ |  | Sutherland Phonological Awareness Test – Revised: Modified (SPAT-R) [47] | Three individual scores obtained for the 3 subtests used: Rhyme Detection Subtest; Onset Phoneme Identification; Letter Knowledge (study specific) |
| Â | â–ª | Â | â–ª | Children's Test of Non-Word Repetition (CNREP) [48] | Data on subgroup only at baseline, as measure was discontinued due to time restrictions |
Literacy skills | Â | Â | â–ª | Wide Range Achievement Test (WRAT) [49] | 3 subtests used: Word Reading; Sentence Comprehension; |
|  |  |  |  |  | Spelling; Word Reading and Spelling create ‘Reading Composite’ |
Pragmatic skills (social language use) | ▪ | ▪ | ▪ | Children’s Communication Checklist, 2nd Edition (CCC:2) [50] | 28 items on the 4 subscales used: inappropriate initiation; stereotyped language; use of context; nonverbal communication. |
Narrative | â–ª | Â | â–ª | The Renfrew Language Scales: Bus Story Test [51] | Used with Intervention group only at baseline |
Non-verbal intelligence | â–ª | Â | Â | Kaufman Brief Intelligence Test, 2nd Edition (KBIT-2) [52] | Only the matrices subtest was used as it gives a measure of nonverbal (fluid) intelligence |
Early childhood development | â–ª | â–ª | Â | Ages & Stages Questionnaire (A&SQ) [53] | 5 developmental areas: Communication; Gross Motor; Fine Motor; Problem Solving; Personal-Social; totals for each developmental area are compared with empirical cut-points for each area |
| Â | Â | Â | â–ª | Australian Early Development Index (AEDI) [54] | Teacher reported questionnaire measuring 5 domains: social competence; emotional maturity; language and cognitive skills (school-based); communication skills and general knowledge |
Quality of life | â–ª | â–ª | â–ª | Health Utilities Index (HUI)- Mark 2 and 3 [55] | Parent-reported measure scored using a single- and multi-attribute utility function based on preference scores (sensation, mobility, self-care, fertility, vision, hearing, speech, ambulation, dexterity, emotion, cognition, pain). Scores will be used to calculate quality-adjusted life years (QALYs) |
| Â | â–ª | â–ª | â–ª | Pediatric Quality of Life Inventory (PedsQL); parent-proxy [56] | Parent-completed 23 item scale comprising 4 dimensions, with 3 summary Scores: Total; Physical Health; Psychosocial Health. |
Behaviour | â–ª | â–ª | â–ª | Strengths and Difficulties Questionnaire (SDQ ) [57] | 25 item measure that yields one score of total behavioural problems and scores for emotional symptoms, conduct problems, hyperactivity, peer problems, and prosocial subscales |
Service Utilisation | â–ª | â–ª | â–ª | Study generated | Parent-reported questionnaire to track health service utilisation by population with a specific health condition |