Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 220-233 |
| Number of pages | 14 |
| Journal | Canadian Journal of Speech-Language Pathology and Audiology |
| Volume | 36 |
| Issue number | 3 |
| Publication status | Published - 2012 |
Fingerprint
Grant Number
- FT0990588
Cite this
}
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 journal › Article
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 -