Disorders of psychological development Mental and Behavioural Disorders
Conditions
Interventions
The E-PLAYS programme is built around a computer game for two players with 10 weekly sessions, 30 minutes each
teaching assistants supervise all sessions. Children play the game with a teaching assistant for 5 sessions and a classmate for 5 sessions. During their sessions teaching assistants play the game to
Sponsors
University of Bedfordshire
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: School inclusion criteria: 1. State-funded infant or primary school or special needs school with year groups 1-3 2. Schools that have computer facilities (two available laptops) for children to use 3. Agree to all requirements outlined in the E-PLAYS-2 Memorandum of Understanding and Data Sharing Agreement Focal child inclusion criteria: 1. Children aged 5-7 years old 2. Children who meet the criteria for social communication difficulties as determined by the Social Communication Behaviour Checklist completed by the child's teacher 3. Children whose parent/carers provide consent for them to take part in the E-PLAYS-2 trial 4. Children who complete all the research assistant administrated baseline assessments 5. Child’s parent/carer willing to complete relevant questionnaires Partner child inclusion criteria: 1. Children aged 5-7 years old 2. Children who do not meet the criteria for social communication difficulties as determined by the Social Communication Behaviour Checklist 3. Children whose parents/carers provide consent for them to take part in the E-PLAYS-2 trial
Exclusion criteria
Exclusion criteria: School exclusion criteria: 1. Independent, fee-paying schools 2. Schools that are taking part in other language and communication research/trials aimed at pupils in Year 1 and Year 2 3. Schools that have previously used E-PLAYS; Schools that took part in the E-PLAYS feasibility study
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Pragmatic language skills measured using the Test of Pragmatic Skills (TPS) at baseline and 35-40 weeks post-randomisation | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Pragmatic language skills measured using the test of Pragmatic skills at baseline and follow-up at 15-20 weeks post-randomisation 2. Specific language skills measured using the Clinical Evaluations of Language Fundamentals-5 (CELF-5) subscales Recalling sentence and Following Directions at baseline, 15-20, weeks and 35-40 weeks post-randomisation 3. Specific language skills measured using the Expression, Reception and Recall of Narrative Instrument (ERNNI) at baseline, 15-20, weeks and 35-40 weeks post-randomisation 4. Perspective-taking skills measured using the Droodles Task at baseline, 15-20 weeks and 35-40 weeks post-randomisation 5. Perspective-taking skills measured using the Communication Test at baseline, 15-20 weeks and 35-40 weeks post-randomisation 6. Quality of life measured using the Child Health Utility (CHU-9D) at baseline, 15-20 weeks and 35-40 weeks post-randomisation 7. Health-related quality of life measured using the EQ-5D-Y at baseline, 15-20 weeks and 35-40 weeks post-randomisation 8. Resource use measured using a bespoke questionnaire at baseline, 15-20 weeks and 35-40 weeks post-randomisation 9. Communication impairments measured using the Children’s Communication Checklist-2 (CCC-2) at baseline 15-20, weeks and 35-40 weeks post-randomisation 10. Behavioural, emotional and peer problems measured using the Strengths and Difficulties Questionnaire (SDQ) at baseline, 15-20 weeks and 35-40 weeks post-randomisation 11. Pragmatic language skills among partner children (those without a social communication difficulty) measured using the Test of Pragmatic Skills (TPS) at baseline, 15-20 weeks and 35-40 weeks post-randomisation | — |
Countries
England, United Kingdom
Outcome results
None listed