Table 6 Summary of key results feeding forward to final intervention design
Target behaviours for the intervention | Use a chosen responsive interaction behaviour for 10–15 min every day from the following list: • Get down to your child’s level • Follow your child’s lead and interests • Pause and wait for your child to show you what they are interested in • Listen, watch and respond to their communication—this can be words, points, sounds or movements • Describe what your child is doing or looking at—imagine what they are thinking and feeling and say that • Show them you are having fun, and use an interesting voice • If they do communicate, copy what they say or mean to say, and add a word • Try to use fewer questions, and instead describe what is happening. • When you do ask questions try to keep them open—where, who, when and why rather than Yes/No questions |
Appropriate intervention contexts | In daily routines chosen by parents/caregivers • Bath time • Getting out and about in the pram to the shops or park • Breakfast, lunch or tea time • Nappy change time • Playing with toys • Sharing books • At the library or toddler group • Bedtimes • Any other ‘together time’ |
Barriers and enablers to the targeted behaviour change | Listed in Table 7 |
Intervention functions | Primary functions—Training, Enablement, Modelling, Persuasion Additional function—Environmental restructuringa |
Intervention delivery level/ policy categories | Primary category—Service delivery Secondary category—Communications/marketing Additional category—Fiscal and environmental/social planninga |
Factors for equitable, acceptable, practicable intervention delivery | Tailoring Language and principles of shared decision-making Modelling Alliance and trust between practitioners and parent/caregivers Inclusive Motivating resources and approach Aligned to current services |