Understanding children born preterm: Educational Psychologists’ knowledge and practice

The PRISM e-learning intervention was evaluated using a randomised controlled trial (experimental n=32; control n=29). A mixed factorial ANOVA found a significant Group x Time interaction, with the experimental group showing significantly greater increases in knowledge compared to minimal change in the control group. Stage two involved focus groups that were analysed using Reflexive Thematic Analysis.

Four themes were generated to explore participants’ experiences of the intervention.<br><br>Findings indicate that EP professionals recognise the importance of understanding the developmental risks faced by children born preterm, though both objective measures and self-reports suggest that their knowledge is variable and could be strengthened to better inform EP practice. The PRISM intervention effectively improved participants’ knowledge, highlighting its potential as a targeted professional development tool.

The thesis concludes by discussing implications for EP practice, professional learning, and recommendations for future research.<br></p>