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What does a family who is “engaged” in early intervention look like? Perspectives of Australian speech-language pathologists
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Abstract:
To build a description of what engagement in early speech-language pathology intervention looks like, by exploring speech-language pathologists' (SLPs) perceptions of (1) what characteristics best describe families who are "engaged" in early speech-language pathology intervention and (2) which characteristics are most important for engagement. Group concept mapping, a participatory mixed-methods research approach, was used to represent the perspectives of Australian SLPs working with children aged 0-8 years and their families in early intervention. Using Concept Systems software, participants: (1) brainstormed responses to a focus question ( = 58); (2) grouped statements into categories ( = 34); and (3) rated the importance of each statement ( = 29). SLPs identified 108 characteristics of engagement in early speech-language pathology intervention, which were grouped into seven key concepts: (1) the family is reliable and ready for therapy; (2) the family has an open, honest relationship with the SLP; (3) the family actively participates and takes initiative; (4) the family works in partnership to plan and set goals together; (5) the family sees and celebrates progress; (6) the family invests in intervention at home; and (7) the family understands intervention and advocates for their child. All aspects of engagement were considered important by participants, with the family-SLP relationship and families continuing to invest in intervention at home being rated most highly. Results present a picture of engagement which has been informed by stakeholders, and which goes beyond aspects of engagement which have previously been identified in the literature. Families who are engaged in early speech-language pathology intervention are actively invested and involved in intervention in various ways, both inside and outside the clinic room.
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Keyword:
1203 Language and Linguistics; 2733 Otorhinolaryngology; 2912 LPN and LVN; 2922 Research and Theory; 3616 Speech and Hearing; Language and Linguistics; LPN and LVN; Otorhinolaryngology; Research and Theory; Speech and Hearing
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URL: https://espace.library.uq.edu.au/view/UQ:1305101
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| 2 |
Maximising allied health accessibility for Aboriginal and Torres Strait Islander children: exploring experiences and perceptions of a family-centred consultation model
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What does “engagement” mean in early speech pathology intervention? A qualitative systematised review
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Family-centered care in aphasia: Assessment of third-party disability in family members with the family aphasia measure of life impact
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| 8 |
Parent-directed commentaries during children's hearing habilitation appointments: a practice in family-centred care
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The parents’ perspective of the early diagnostic period of their child with hearing loss: information and support
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Parent-implemented home therapy programmes for speech and language: a systematic review
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Speech pathology students’ experiences and perceptions of working with parents in a Hanen It Takes Two to Talk family-centred care clinical placement
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Parental Involvement in the Care and Intervention of Children with Hearing Loss
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Parental involvement in the care and intervention of children with hearing loss
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This is a partnership between all of us: Audiologists’ perceptions of family member involvement in hearing rehabilitation
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| 20 |
Communication changes following non-glottic head and neck cancer management: The perspectives of survivors and carers
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