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Implementing evidence-based practices integrates the best research evidence, the clinical expertise of the professionals delivering the intervention and the perspectives of parents\/caregivers. Nevertheless, research on parents\u2019 and early childhood educators\u2019 perspectives on the perceived effectiveness of pragmatic language interventions is scarce. This study aims to analyse parents\u2019 and early childhood educators\u2019 perceptions after the implementation of the Pragmatic Intervention Programme (PICP) to preschool-age children with ASD and children with DLD. As a part of a broad research project, a survey was conducted using an adaptation of a satisfaction survey. Data from 72 participants among parents (\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    \u2009=\u200936) and early childhood educators (\n                    <jats:italic toggle=\"yes\">n<\/jats:italic>\n                    \u2009=\u200936) were collected immediately after the implementation of the PICP. The survey includes 11 statements, individually scored between 1 (\n                    <jats:italic toggle=\"yes\">totally disagree<\/jats:italic>\n                    ) and 7 (\n                    <jats:italic toggle=\"yes\">totally agree<\/jats:italic>\n                    ). The average score obtained from the parents\u2019 perspective about the intervention impact was 6.83\u2009\u00b1\u20090.29. For early childhood educators, the average score was 6.60\u2009\u00b1\u20090.49. The results indicate that parents and early childhood educators considered this intervention appropriate and effective for improving the pragmatic language skills of preschool-age children with ASD and DLD.\n                  <\/jats:p>","DOI":"10.1177\/23969415251330465","type":"journal-article","created":{"date-parts":[[2025,6,25]],"date-time":"2025-06-25T02:28:33Z","timestamp":1750818513000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Parents\u2019 and Early Childhood Educators\u2019 Perceptions after the Implementation of the Pragmatic Intervention Programme (PICP)"],"prefix":"10.1177","volume":"10","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2684-7416","authenticated-orcid":false,"given":"Tatiana","family":"Pereira","sequence":"first","affiliation":[{"name":"University of Aveiro"},{"name":"University of Lisbon"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2016-1683","authenticated-orcid":false,"given":"Ana Margarida","family":"Ramalho","sequence":"additional","affiliation":[{"name":"University of Lisbon"},{"name":"School of Health Sciences of Alcoit\u00e3o, Alcabideche, Lisboa, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0326-0257","authenticated-orcid":false,"given":"Marisa","family":"Lousada","sequence":"additional","affiliation":[{"name":"University of Aveiro"},{"name":"University of Lisbon"},{"name":"University of Aveiro"}]}],"member":"179","published-online":{"date-parts":[[2025,5,12]]},"reference":[{"key":"e_1_3_6_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ridd.2020.103752"},{"key":"e_1_3_6_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1460-6984.2011.00146.x"},{"key":"e_1_3_6_4_1","doi-asserted-by":"publisher","DOI":"10.3390\/children9091407"},{"key":"e_1_3_6_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/20473869.2022.2132669"},{"key":"e_1_3_6_6_1","doi-asserted-by":"publisher","DOI":"10.1044\/2020_JSLHR-19-00263"},{"key":"e_1_3_6_7_1","doi-asserted-by":"publisher","DOI":"10.4236\/ojpm.2011.13018"},{"key":"e_1_3_6_8_1","doi-asserted-by":"publisher","DOI":"10.3109\/13682820109177938"},{"key":"e_1_3_6_9_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1460-6984.2012.00202.x"},{"key":"e_1_3_6_10_1","volume-title":"The Children\u2019s Communication Checklist\u20142","author":"Bishop D. V. M.","year":"2003","unstructured":"Bishop D. V. M. (2003). The Children\u2019s Communication Checklist\u20142. Psychological Corporation."},{"key":"e_1_3_6_11_1","doi-asserted-by":"publisher","DOI":"10.1044\/2019_PERS-SIG16-2019-0005"},{"key":"e_1_3_6_12_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-030-74985-9"},{"key":"e_1_3_6_13_1","doi-asserted-by":"publisher","DOI":"10.3390\/brainsci11050589"},{"key":"e_1_3_6_14_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-008-0587-1"},{"key":"e_1_3_6_15_1","doi-asserted-by":"publisher","DOI":"10.1590\/2317-1782\/20212021075"},{"key":"e_1_3_6_16_1","doi-asserted-by":"publisher","DOI":"10.1111\/1460-6984.12716"},{"key":"e_1_3_6_17_1","doi-asserted-by":"publisher","DOI":"10.1044\/2020_JSLHR-20-00415"},{"key":"e_1_3_6_18_1","doi-asserted-by":"publisher","DOI":"10.1111\/1460-6984.12538"},{"key":"e_1_3_6_19_1","doi-asserted-by":"publisher","DOI":"10.1111\/dmcn.12630"},{"key":"e_1_3_6_20_1","doi-asserted-by":"publisher","DOI":"10.1044\/2020_LSHSS-20-00003"},{"key":"e_1_3_6_21_1","doi-asserted-by":"publisher","DOI":"10.1159\/000365354"},{"issue":"1","key":"e_1_3_6_22_1","article-title":"A general overview of the pragmatic language-social skills and interventions for children with autism spectrum disorders","volume":"8","author":"Papadopoulos D.","year":"2018","unstructured":"Papadopoulos D. (2018). A general overview of the pragmatic language-social skills and interventions for children with autism spectrum disorders. Autism-Open Access, 8(1). https:\/\/doi.org\/10.4172\/2165-7890.1000225","journal-title":"Autism-Open Access"},{"key":"e_1_3_6_23_1","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0172242"},{"key":"e_1_3_6_24_1","volume-title":"Programa de Interven\u00e7\u00e3o em Compet\u00eancias Pragm\u00e1ticas - Vers\u00e3o Pr\u00e9-Escolar","author":"Pereira T.","year":"2019","unstructured":"Pereira T., Lousada M., Ramalho A. M. (2019). Programa de Interven\u00e7\u00e3o em Compet\u00eancias Pragm\u00e1ticas - Vers\u00e3o Pr\u00e9-Escolar. 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