 to difficulties with research concerning children with social communication impairments. SCI is notoriously difficult to measure  as it generally manifests itself only during dynamic social interaction, thus rendering testing with standardised questionnaires largely unachievable. A number of different approaches have been used to address this issue . One approach is to ask teachers or another adult who knows the child to rate their pragmatic language. In this regard, the CCC-2  is the most commonly used research measure. However, it is possible that global reports from adults may not be sensitive enough to detect changes resulting from interventions . Furthermore, adult (particularly parent) report for conditions relating to autism and social communication may be especially susceptible to placebo effects [66, 67]. Another approach is to use an elicitation test, that is, to use a series of structured but naturalistic contexts which are designed to prompt particular communication behaviours for observation. The TPS is a well-validated elicitation measure for the age group targeted by E-PLAYS. Finally, observation and analysis of children’s spontaneous interactions using coding derived from conversation analysis  should provide an ecologically valid indication of any improvement. We will be video-recording children’s communications whilst playing with Magformers. The study will therefore incorporate all three of the approaches (adult report—CCC-2, TPS—elicitation test and video-observation) normally used to measure social communication to minimise the well-documented difficulties with measuring this construct. This is a particular strength of the study. In addition, the observational data from the Magformers task will provide a measure of generalisation, that is, an indication of whether the skills and strategies learned during the E-PLAYS intervention transfer to other, analogous collaborative contexts. Further, more distal measures of generalisation are included in the form of the SDQ which will measure the potential impact of communication changes on peer relations and classroom behaviour.
Ultimately, there is high potential for E-PLAYS to make a positive impact on children’s language learning. The intervention, being a computer game, can easily be scaled up and relies on simple technology available in all schools and NHS trusts. In the long-term, should the study progress to a full-scale RCT and demonstrate effectiveness, benefits to children with social communication impairments could be substantial and could include enhanced communication, more productive peer collaboration and improved classroom relations.
The current study status is that ethical approval was obtained on 4th December 2017 (Cambridge Central Research Ethics Committee, REC ref: 17/EE/0320, IRAS Project ID: 227864). The study opened to recruitment on 1st January 2018 and completed recruitment on 30th March 2018. Intervention delivery is currently proceeding.
Children’s Communication Checklist-2
Clinical Evaluation of Language Fundamentals-5
Diagnostic and Statistical Manual of Mental Disorders
Enhancing Pragmatic Language skills for Young children with Social communication impairments
EuroQol 5-Dimension scale
Medical Research Council
North East London NHS Foundation Trust
National Health Service
Paediatric Quality of Life inventory
Social communication impairment
Strengths and Difficulties Questionnaire
Speech and language therapist
Test of Pragmatic Skills
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