right@home: Speech, language and literacy
| Trial phase | Antenatal screening | Antenatal Enrolment and Baseline | Randomisation | 6 w old follow-up | 6 m old follow-up | 1 y old follow-up | 18 m old follow-up | 2 y old follow-up | End Phase 1 | 2.5 y old follow-up | 3 y old follow-up | 3.5 y old follow-up | 4 y old follow-up | 4.5 y old follow-up | 5 y old follow-up | 5.5 y old follow-up | First year of school follow-up (5-6 y old) | 6 y old follow-up | *COVID-19 Supplement (6-7 y old) | End Phase 2 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Year | 2013-2014 | 2013-2014 | 2013-2014 | 2013-2014 | 2013-2015 | 2014-2015 | 2014-2016 | 2015-2016 | 2015-2017 | 2016-2017 | 2016-2018 | 2017-2018 | 2017-2019 | 2018-2019 | 2018-2020 | 2019-2021 | 2019-2020 | 2020 | ||
| Speech | P:ALSPAC 1 | P:ALSPAC 1 | ||||||||||||||||||
| Communication | S:AQOL-8D | O:HOME S:AQOL-8D |
O:HOME S:AQOL-8D P:CSBS-DP-ITC 2 |
S:AQOL-8D | S:AQOL-8D | S:AQOL-8D P:SSIS 3 |
P:SSIS 3 4 | T:SSIS 3 | S:AQOL-8D P:SSIS 3 |
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| Family history of language and literacy problems |
P:ELVS M F Si 5 | P:ELVS BM BF Si | P:ELVS BM BF Si | P:ELVS BM BF Si | P:ELVS BM BF Si | |||||||||||||||
| Language | P:SDV 5 O:SDV 6 |
P:CSBS-DP-ITC 2 O:SDV 6 |
O:CELF-P2 7 | O:SEAPART O:CELF-P2 7 |
O:SEAPART O:CELF-P2 7 |
T:LSAC 8 | ||||||||||||||
| Reading | T:LSAC 9 | P:LSAC | ||||||||||||||||||
| Literacy | O:SEAPART | O:SEAPART | T:LSAC 8 |
Featured measurements
ALSPAC: Avon Longitudinal Study of Parents and Children derivedAQoL-8D: Assessment of Quality of Life - 8D
CELF-P2: Clinical Evaluation of Language Fundamentals Preschool - Second Edition, Australian and New Zealand Standardised Edition
CSBS-DP-ITC: Communication and Symbolic Behavior Scales Developmental Profile Infant-Toddler Checklist
ELVS: Early Language in Victoria Study derived
HOME: Home Observation for the Measurement of the Environment
LSAC: Longitudinal Study of Australian Children derived
SDV: Study Devised Variable
SEAPART: School Entry Alphabetic and Phonological Awareness Readiness Test - Standardised Scoring
SSIS: Social Skills Improvement System
Notes
1 3 items measuring speech intellgibility were used
2 6 items from the CSBS-DP-ITC were used
3 The social skills composite only was used, which comprises of 7 subscales; communication, cooperation, assertion, responsibility, empathy, engagement, and self-control
4 Completed at half year phone interview if not completed at previous face-to-face visit
5 Study-devised 8-item language module, drawing from ELVS, CDI-WG and CSBS-DP-ITC
6 5 minute videos of unstructured play were analysed to measure maternal-child interactions (maternal responsive behaviours). Technique adapted from: Levickis, P., Reilly, S., Girolametto, L., Ukoumunne, O.C. and Wake, M. (2014). Maternal behaviors promoting language acquisition in slow-to-talk toddlers: prospective community-based study. J Dev Behav Pediatr, 35(4): 274-81. doi:10.1097/DBP.0000000000000056
7 The Sentence Structure, Word Structure, and Expressive Vocabulary subtests were used
8 A single global item was asked about language and literacy skills
9 5 items from the LSAC reading competencies scale were used
Legend
| A | = Administration report abstraction |
| C | = Index child report (reporting on others) |
| L | = Linkage (to other databases) |
| M | = Medical records data abstraction |
| O | = Observation/direct assessment |
| N | = Nurse report |
| P | = Parent/primary caregiver report |
| Pe | = Peer report |
| S | = Self report |
| T | = Teacher report |
| X | = Undefined |
| X BF | = Pertaining to biological father |
| X BM | = Pertaining to biological mother |
| X C | = Pertaining to index child |
| X F | = Pertaining to father |
| X Fam | = Pertaining to family |
| X G | = Pertaining to grandparent(s) |
| X M | = Pertaining to mother |
| X P | = Pertaining to parent(s) |
| X Pa | = Pertaining to partner |
| X Pe | = Pertaining to peers |
| X Pr | = Pertaining to primary caregiver |
| X Si | = Pertaining to sibling(s) |