tial 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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