Evaluating the effectiveness of the Training in Interaction, Communication and Literacy (TICL) program in primary schools: A mixed-method pilot study

Abstract

Background: The increasing diversity of children in today’s classrooms is posing complex considerations for teachers when designing instructions to support the learning needs of all students with and without disabilities in regular classrooms. Theoretical evidence recognises inter-professional collaboration and coaching as useful approaches to assist teachers in developing inclusive education competencies and integrating therapeutic strategies into classroom routines. However, there are limited empirical studies to support the link between coaching and positive changes in teachers’ practices and students’ outcomes. The Training in Interaction, Communication and Literacy (TICL) is a 10-week coaching program delivered by trained speech-language pathologists (SLPs) and/or occupational therapists (OTs) to support the Continuing Professional Development (CPD) of teachers in three skill areas: interaction, communication and literacy; in order to facilitate the children’s learning in these areas. TICL was originally developed for a pre-school setting, but has been adapted and implemented in primary schools. Aims: This pilot study aimed to evaluate the effectiveness of TICL for integrating speech-language strategies into classroom teaching practices at two primary schools in Sydney, Australia, and to explore the experiences of participating teachers to accommodate TICL to primary-school settings. Methods: This study utilised a mixed-method approach. Focus group interviews were the primary data sources conducted to understand the experiences of participants, and analysed using inductive analysis. Nine teachers participated in the focus group interview at school 1, and three teachers participated in the focus group interview at school 2. The Interaction, Communication and Literacy (ICL) Skills Audit was used as a self-assessment tool to measure change in the participants’ confidence across six skill areas and related 18 sub-skills through pre-post data. Descriptive analysis of this pre-post quantitative data was conducted. Findings: Quantitative data analysis showed a statistically significant improvement in the participants’ confidence in nine sub-skills of the ICL Skills Audit (P-value < 0.05). Results showed that the majority of participants across the 18 sub-skills either improved in their confidence or did not change. On very few occasions, the participants’ confidence decreased. Focus group interviews revealed that (a) The relationship between participants and TICL coaches crossed over from feeling judged to reflecting on teaching practices through a collaborative approach, (b) The ICL Skills Audit was a useful reflective tool that raised the participants’ awareness of their existing teaching skills, (c) TICL facilitated the participants’ learning through modelling and coaching in context., (d) the need to further discuss family involvement in TICL, and (e) TICL needs to be more literacy-based to accommodate the nature of primary classes. Conclusion: There is a critical need for improved collaboration between teachers and SLPs/OTs to address diverse literacy needs of all children in classroom. This study showed that TICL coaching could be a promising approach to incorporate therapeutic strategies into teaching practices. Future long-term research is recommended with a larger sample to evaluate the effectiveness of TICL for integrating therapeutic strategies into teaching practices in primary schools.