Parents' perspectives on the professional-child relationship and children's functional communication following speech-language intervention

Karla N. Washington, Nancy Thomas-Stonell, Sharynne McLeod, Genese Warr-Leeper

Research output: Contribution to journalArticle

10 Citations (Scopus)
43 Downloads (Pure)

Abstract

Background. Speech-language pathologists (S-LPs) use family-centred practices to implement intervention. Thus, consideration of family-based outcomes is encouraged. The International Classification of Functioning, Disability and Health ' Children and Youth version (ICF-CY) framework supports S-LPs' consideration of these outcomes (e.g., parental perspectives on children's Activities and Participation and Environmental Factors associated with speech-language intervention).Purpose. To explore parents' perspectives about: (a) the child-S-LP relationship (Environmental Factors) and (b) children's functional communication (Activities and Participation)Method. Sixty-seven parents of preschoolers with communication disorders participated in this study. All 67 parents completed pre-intervention and post-intervention structured interviews about their children's functional communication. Parents of preschoolers who received intervention (n = 52) provided ratings and comments regarding the child-S-LP relationship established during intervention with the clinician (n = 7). Themes were identified using content analysis. Fifteen children were waitlist controls and did not receive intervention.Results. Parents of preschoolers who received intervention reported significantly greater gains in children's functional communication compared to those who did not.Most parents (94%) provided positive/very-positive perspectives about the child-S-LP relationship. The child-S-LP rapport and the S-LPs' professional competence were common themes identified in parents' perspectives.Conclusion: (a) Significant gains in preschool children's functional communication occurred following speech and language intervention and (b) factors such as the rapport established between the child and the S-LP as well as the S-LPs' professionalism were considered by parents to be important factors for creating a positive child-S-LP relationship during speech and language intervention.
Original languageEnglish
Pages (from-to)220-233
Number of pages14
JournalCanadian Journal of Speech-Language Pathology and Audiology
Volume36
Issue number3
Publication statusPublished - 2012

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parents
Language
Parents
Communication
Child Language
communication
language
environmental factors
Pathologists
International Classification of Functioning, Disability and Health
Communication Disorders
Professional Competence
communication disorder
participation
Family Practice
Preschool Children
preschool child
content analysis
disability
rating

Grant Number

  • FT0990588

Cite this

@article{0586bf7916d544faa2d16710106bc450,
title = "Parents' perspectives on the professional-child relationship and children's functional communication following speech-language intervention",
abstract = "Background. Speech-language pathologists (S-LPs) use family-centred practices to implement intervention. Thus, consideration of family-based outcomes is encouraged. The International Classification of Functioning, Disability and Health ' Children and Youth version (ICF-CY) framework supports S-LPs' consideration of these outcomes (e.g., parental perspectives on children's Activities and Participation and Environmental Factors associated with speech-language intervention).Purpose. To explore parents' perspectives about: (a) the child-S-LP relationship (Environmental Factors) and (b) children's functional communication (Activities and Participation)Method. Sixty-seven parents of preschoolers with communication disorders participated in this study. All 67 parents completed pre-intervention and post-intervention structured interviews about their children's functional communication. Parents of preschoolers who received intervention (n = 52) provided ratings and comments regarding the child-S-LP relationship established during intervention with the clinician (n = 7). Themes were identified using content analysis. Fifteen children were waitlist controls and did not receive intervention.Results. Parents of preschoolers who received intervention reported significantly greater gains in children's functional communication compared to those who did not.Most parents (94{\%}) provided positive/very-positive perspectives about the child-S-LP relationship. The child-S-LP rapport and the S-LPs' professional competence were common themes identified in parents' perspectives.Conclusion: (a) Significant gains in preschool children's functional communication occurred following speech and language intervention and (b) factors such as the rapport established between the child and the S-LP as well as the S-LPs' professionalism were considered by parents to be important factors for creating a positive child-S-LP relationship during speech and language intervention.",
keywords = "Open access version available, Communication, Disorders, ICF-CY, Intervention, Outcomes, Parental, Perspectives, Preschoolers, Speech and language, Speech-language pathology",
author = "Washington, {Karla N.} and Nancy Thomas-Stonell and Sharynne McLeod and Genese Warr-Leeper",
note = "Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Canadian Journal of Speech-Language Pathology and Audiology / Revue canadienne d'orthophonie et d'audiologie. ISSNs: 1913-200X;",
year = "2012",
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volume = "36",
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journal = "Canadian Journal of Speech-Language Pathology and Audiology",
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}

Parents' perspectives on the professional-child relationship and children's functional communication following speech-language intervention. / Washington, Karla N.; Thomas-Stonell, Nancy; McLeod, Sharynne; Warr-Leeper, Genese.

In: Canadian Journal of Speech-Language Pathology and Audiology, Vol. 36, No. 3, 2012, p. 220-233.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Parents' perspectives on the professional-child relationship and children's functional communication following speech-language intervention

AU - Washington, Karla N.

AU - Thomas-Stonell, Nancy

AU - McLeod, Sharynne

AU - Warr-Leeper, Genese

N1 - Imported on 12 Apr 2017 - DigiTool details were: Journal title (773t) = Canadian Journal of Speech-Language Pathology and Audiology / Revue canadienne d'orthophonie et d'audiologie. ISSNs: 1913-200X;

PY - 2012

Y1 - 2012

N2 - Background. Speech-language pathologists (S-LPs) use family-centred practices to implement intervention. Thus, consideration of family-based outcomes is encouraged. The International Classification of Functioning, Disability and Health ' Children and Youth version (ICF-CY) framework supports S-LPs' consideration of these outcomes (e.g., parental perspectives on children's Activities and Participation and Environmental Factors associated with speech-language intervention).Purpose. To explore parents' perspectives about: (a) the child-S-LP relationship (Environmental Factors) and (b) children's functional communication (Activities and Participation)Method. Sixty-seven parents of preschoolers with communication disorders participated in this study. All 67 parents completed pre-intervention and post-intervention structured interviews about their children's functional communication. Parents of preschoolers who received intervention (n = 52) provided ratings and comments regarding the child-S-LP relationship established during intervention with the clinician (n = 7). Themes were identified using content analysis. Fifteen children were waitlist controls and did not receive intervention.Results. Parents of preschoolers who received intervention reported significantly greater gains in children's functional communication compared to those who did not.Most parents (94%) provided positive/very-positive perspectives about the child-S-LP relationship. The child-S-LP rapport and the S-LPs' professional competence were common themes identified in parents' perspectives.Conclusion: (a) Significant gains in preschool children's functional communication occurred following speech and language intervention and (b) factors such as the rapport established between the child and the S-LP as well as the S-LPs' professionalism were considered by parents to be important factors for creating a positive child-S-LP relationship during speech and language intervention.

AB - Background. Speech-language pathologists (S-LPs) use family-centred practices to implement intervention. Thus, consideration of family-based outcomes is encouraged. The International Classification of Functioning, Disability and Health ' Children and Youth version (ICF-CY) framework supports S-LPs' consideration of these outcomes (e.g., parental perspectives on children's Activities and Participation and Environmental Factors associated with speech-language intervention).Purpose. To explore parents' perspectives about: (a) the child-S-LP relationship (Environmental Factors) and (b) children's functional communication (Activities and Participation)Method. Sixty-seven parents of preschoolers with communication disorders participated in this study. All 67 parents completed pre-intervention and post-intervention structured interviews about their children's functional communication. Parents of preschoolers who received intervention (n = 52) provided ratings and comments regarding the child-S-LP relationship established during intervention with the clinician (n = 7). Themes were identified using content analysis. Fifteen children were waitlist controls and did not receive intervention.Results. Parents of preschoolers who received intervention reported significantly greater gains in children's functional communication compared to those who did not.Most parents (94%) provided positive/very-positive perspectives about the child-S-LP relationship. The child-S-LP rapport and the S-LPs' professional competence were common themes identified in parents' perspectives.Conclusion: (a) Significant gains in preschool children's functional communication occurred following speech and language intervention and (b) factors such as the rapport established between the child and the S-LP as well as the S-LPs' professionalism were considered by parents to be important factors for creating a positive child-S-LP relationship during speech and language intervention.

KW - Open access version available

KW - Communication

KW - Disorders

KW - ICF-CY

KW - Intervention

KW - Outcomes

KW - Parental

KW - Perspectives

KW - Preschoolers

KW - Speech and language

KW - Speech-language pathology

M3 - Article

VL - 36

SP - 220

EP - 233

JO - Canadian Journal of Speech-Language Pathology and Audiology

JF - Canadian Journal of Speech-Language Pathology and Audiology

SN - 1913-200X

IS - 3

ER -