Recommandations pour l’organisation des services d’orthophonie dans un centre de réadaptation auprès des jeunes enfants présentant un trouble de langage = Recommendations for organizing speech-language pathology services in a rehabilitation centre for young children with language disorders
Bibliographic record
Abstract
Abrégé Dans un processus d’amélioration continue des services en orthophonie offerts aux enfants de quatre et cinq ans présentant un trouble développemental du langage ou une hypothèse de trouble, des orthophonistes du Centre intégré universitaire de santé et de services sociaux de l'Estrie - Centre hospitalier universitaire de Sherbrooke se sont associées à des chercheurs de l’Université du Québec à Trois-Rivières. Cette collaboration avait comme objectif la coconstruction de recommandations portant sur des éléments influencés par l’organisation des services et basées sur les données probantes issues de la littérature et de l’expertise des orthophonistes. Ce projet de recherche-action, dans une procédure de coconstruction collaborative, s’est déroulé en trois cycles d’échanges visant le dialogue, l’enrichissement et l’appropriation des recommandations coconstruites. Les échanges ont permis de dégager sept recommandations. Les quatre premières ciblent l’augmentation de la spécificité des services, en abordant la question de la trajectoire des services, l’individualisation des interventions, le choix du type de prestation de services et le nombre d’objectifs. Les trois autres ciblent l’augmentation de l’intensité des services, par l’uniformisation de l’offre de services, l’augmentation de la fréquence des interventions et l’implication plus grande des parents. Pour chacune des recommandations, les défis et les facilitateurs pour leur implantation, issues de l’expertise des orthophonistes, ont été documentés. Ces recommandations, mises en relation avec la littérature scientifique, permettront de guider le choix des gestionnaires et des orthophonistes dans les changements à mettre en place pour améliorer l’efficacité des services offerts en orthophonie aux enfants d’âge préscolaire ayant un trouble développemental du langage. Abstract As part of a continuous improvement process targeting speech-language pathology services offered to 4-and 5-year-old children with developmental language disorders or a hypothèse de trouble du langage (hypothesized language disorder), speech-language pathologists from the Centre intégré universitaire de santé et de services sociaux de l’Estrie-Centre hospitalier universitaire de Sherbrooke teamed up with researchers from the Université du Québec à Trois-Rivières to coconstruct recommendations concerning the provision of speech-language pathology services using evidence from literature and the expertise of speech-language pathologists. This collaborative action research project was carried out in three rounds of exchanges whose objectives were to promote dialogue, enrichment, and implementation of the coconstructed recommendations. Seven recommendations emerged from these exchanges. The first four focused on service paths, individualization of interventions, service delivery, and the number of goals to increase the specificity of the services. The other three recommendations focused on standardizing the services offered, increasing the frequency of interventions, and promoting greater involvement of parents to increase the intensity of the services. The barriers and facilitators related to the implementation of each recommendation were documented using the expertise of the participating speech-language pathologists. These recommendations, together with the scientific literature, will guide managers and speech-language pathologists as to which changes are required to improve the effectiveness of speech-language services for preschool children with developmental language disorders. © 2024, Canadian Association of Speech-Language Pathologists and Audiologists. All rights reserved.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.070 | 0.138 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.002 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.007 | 0.004 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.005 | 0.005 |
| Research integrity | 0.007 | 0.007 |
| Insufficient payload (model declined to judge) | 0.012 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".