Pub Date : 2021-11-10DOI: 10.1177/02656590211050865
Kirsi A. Neuvonen, Kaisa Launonen, Martine M. Smith, K. Stadskleiv, S. von Tetzchner
Describing events may be challenging for any child, but children who use communication aids may face unique linguistic, pragmatic, and strategic challenges in conveying information with the communication means they have available. This study explores strategies used by young, aided communicators when describing the content of a video unknown to their communication partners. The participants of the study were 48 aided communicators (aged 5;3–15;2) from nine countries and seven language groups and their communication partners (parents, professionals, and peers) who used natural speech. Descriptive and statistical analyses were utilized to investigate the relationships between individual characteristics, linguistic and non-linguistic factors, linguistic strategies, and performance in conveying the content of the video event. Analyses of the 48 videotaped interactions revealed the use of a variety of linguistic elements and multimodal strategies, demonstrating both creativity and challenges. Success in relaying messages was significantly related to age, mode of communication, and individual profiles, such as everyday communication functioning and comprehension of grammar. Measures of receptive vocabulary and non-verbal reasoning were not significantly related to communicative success. The use of shared context and negotiation of meaning of potentially ambiguous utterances demonstrate the shared responsibility of disambiguation and meaning construction in interactions involving aided and naturally speaking communicators.
{"title":"Strategies in conveying information about unshared events using aided communication","authors":"Kirsi A. Neuvonen, Kaisa Launonen, Martine M. Smith, K. Stadskleiv, S. von Tetzchner","doi":"10.1177/02656590211050865","DOIUrl":"https://doi.org/10.1177/02656590211050865","url":null,"abstract":"Describing events may be challenging for any child, but children who use communication aids may face unique linguistic, pragmatic, and strategic challenges in conveying information with the communication means they have available. This study explores strategies used by young, aided communicators when describing the content of a video unknown to their communication partners. The participants of the study were 48 aided communicators (aged 5;3–15;2) from nine countries and seven language groups and their communication partners (parents, professionals, and peers) who used natural speech. Descriptive and statistical analyses were utilized to investigate the relationships between individual characteristics, linguistic and non-linguistic factors, linguistic strategies, and performance in conveying the content of the video event. Analyses of the 48 videotaped interactions revealed the use of a variety of linguistic elements and multimodal strategies, demonstrating both creativity and challenges. Success in relaying messages was significantly related to age, mode of communication, and individual profiles, such as everyday communication functioning and comprehension of grammar. Measures of receptive vocabulary and non-verbal reasoning were not significantly related to communicative success. The use of shared context and negotiation of meaning of potentially ambiguous utterances demonstrate the shared responsibility of disambiguation and meaning construction in interactions involving aided and naturally speaking communicators.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"78 - 94"},"PeriodicalIF":1.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41425045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-08DOI: 10.1177/02656590211033013
Alison Hessling Prahl, Ragan Jones, C. Melanie Schuele, S. Camarata
This multiple baseline across-participants single case desgin study examined the effect of small group, phonological awareness intervention on the phonological awareness skills of three school-age children with Down syndrome. Each child with Down syndrome was paired with a typical peer to participate in small group intervention, three sessions per week for seven weeks. Lessons from a single unit in the Intensive Phonological Awareness Program were adapted to incorporate repeated exposure to the curriculum and increased opportunities for practice. A functional relation between the intervention and improved phonological awareness skills was not established based on visual analysis of the probe data across the three participants. However, an increasing therapeutic trend following delayed treatment effects as well as an increase in phase means from baseline to intervention was observed for each participant. This investigation provides preliminary guidance for adapting phonological awareness standard treatment protocols for children with Down syndrome by providing repeated opportunities for practice and including peers in small group intervention.
{"title":"Phonological awareness intervention using a standard treatment protocol for individuals with Down syndrome","authors":"Alison Hessling Prahl, Ragan Jones, C. Melanie Schuele, S. Camarata","doi":"10.1177/02656590211033013","DOIUrl":"https://doi.org/10.1177/02656590211033013","url":null,"abstract":"This multiple baseline across-participants single case desgin study examined the effect of small group, phonological awareness intervention on the phonological awareness skills of three school-age children with Down syndrome. Each child with Down syndrome was paired with a typical peer to participate in small group intervention, three sessions per week for seven weeks. Lessons from a single unit in the Intensive Phonological Awareness Program were adapted to incorporate repeated exposure to the curriculum and increased opportunities for practice. A functional relation between the intervention and improved phonological awareness skills was not established based on visual analysis of the probe data across the three participants. However, an increasing therapeutic trend following delayed treatment effects as well as an increase in phase means from baseline to intervention was observed for each participant. This investigation provides preliminary guidance for adapting phonological awareness standard treatment protocols for children with Down syndrome by providing repeated opportunities for practice and including peers in small group intervention.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"22 - 42"},"PeriodicalIF":1.0,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42265388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-27DOI: 10.1177/02656590211023839
Ava Karusoo-Musumeci, W. Pearce, Michelle Donaghy
Oral narrative assessments are important for diagnosis of language disorders in school-age children so scoring needs to be reliable and consistent. This study explored the impact of training on the variability of story grammar scores in children’s oral narrative assessments scored by multiple raters. Fifty-one speech pathologists and 19 final-year speech pathology students attended training workshops on oral narrative assessment scoring and analysis. Participants scored two oral narratives prompted by two different story stimuli and produced by two children of differing ages. Demographic information, story grammar scores and a confidence survey were collected pre- and post-training. The total story grammar score changed significantly for one of the two oral narratives. A significant effect was observed for rater years of experience and the change in total story grammar scores post training, with undergraduate students showing the greatest change. Two story grammar elements, character and attempt, changed significantly for both stories, with an overall trend of increased element scores post-training. Confidence ratings also increased post-training. Findings indicated that training via an interactive workshop can reduce rater variability when using researcher-developed narrative scoring systems.
{"title":"The effect of workshop training on rater variability in children’s oral narrative assessment","authors":"Ava Karusoo-Musumeci, W. Pearce, Michelle Donaghy","doi":"10.1177/02656590211023839","DOIUrl":"https://doi.org/10.1177/02656590211023839","url":null,"abstract":"Oral narrative assessments are important for diagnosis of language disorders in school-age children so scoring needs to be reliable and consistent. This study explored the impact of training on the variability of story grammar scores in children’s oral narrative assessments scored by multiple raters. Fifty-one speech pathologists and 19 final-year speech pathology students attended training workshops on oral narrative assessment scoring and analysis. Participants scored two oral narratives prompted by two different story stimuli and produced by two children of differing ages. Demographic information, story grammar scores and a confidence survey were collected pre- and post-training. The total story grammar score changed significantly for one of the two oral narratives. A significant effect was observed for rater years of experience and the change in total story grammar scores post training, with undergraduate students showing the greatest change. Two story grammar elements, character and attempt, changed significantly for both stories, with an overall trend of increased element scores post-training. Confidence ratings also increased post-training. Findings indicated that training via an interactive workshop can reduce rater variability when using researcher-developed narrative scoring systems.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"38 1","pages":"8 - 21"},"PeriodicalIF":1.0,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02656590211023839","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44884861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1177/02656590211053068
Sara Friel, Victoria L. Joffe, J. Clegg
This special Issue of Child Language Teaching and Therapy (CLTT) is dedicated to the theme of language and literacy which intersects the work of educators including teachers and speech and language therapist/pathologists (henceforth SLT/P). It is going to press at a time when the world is still in the shadow of a global pandemic, the effects of which have been felt in every domain of our personal, social and professional lives. The editorial board is indebted to the tireless support of our peer reviewers and to the patience and tenacity of our international authors whose scholarship we are delighted to share in this Special Issue. This issue comprises eight papers from both speech and language therapy and education from a range of countries: Australia; Canada; South Africa and the USA Literacy, and especially literacy instruction, is a topic that unites teachers and speech and language therapists/pathologists in a unique way. However, the past few decades have seen divergent approaches in literacy instruction which have impacted opportunities for collaborative practice in the classroom. Whole language / Balanced Literacy advocates have suggested literacy instruction should prioritize meaning as a starting point to learning to read. Conversely, educators who support a more explicit, systematic phonics instruction approach suggest that learners first need to “crack the code” (Snow, current issue) to embark on a successful, literate career. In this special issue there is a strong consensus amongst all eight papers that the conceptual framework laid out in the Simple View of Reading (Gough and Tunmer, 1986) offers the most compelling explanatory roadmap for literacy development and instruction. In her review SOLAR: The Science of Language and Reading, Pamela Snow offers a detailed and unambiguous account of the bidirectional links between oral language and written language development. She clearly outlines the influence that the foundational skills of semantics, syntax and pragmatics bring to bear not only on emergent literacy skill in the preschool and early school years but throughout the entire scholastic trajectory into post education and employment years. Many educators will be familiar with Hollis Scarborough’s Reading Rope (Scarborough, 2001) describing the strands of language development and word recognition woven into the ‘rope’ of skilled reading. Snow’s visual metaphor of “The Language House” is another helpful image that reminds us of the foundational language skills that underpin literacy development. In addition, this diagram invites us to think beyond essentialist, individual factors of the learner and instead consider broader psychological, emotional and systemic, contextual factors that influence the development of oral language and written language. Snow reminds us that access to high quality literacy instruction is a determinant of health and wellbeing and, thus inadequate literacy instruction a major contributor to social inequity
{"title":"CLTT Special Issue October 2021 Editorial","authors":"Sara Friel, Victoria L. Joffe, J. Clegg","doi":"10.1177/02656590211053068","DOIUrl":"https://doi.org/10.1177/02656590211053068","url":null,"abstract":"This special Issue of Child Language Teaching and Therapy (CLTT) is dedicated to the theme of language and literacy which intersects the work of educators including teachers and speech and language therapist/pathologists (henceforth SLT/P). It is going to press at a time when the world is still in the shadow of a global pandemic, the effects of which have been felt in every domain of our personal, social and professional lives. The editorial board is indebted to the tireless support of our peer reviewers and to the patience and tenacity of our international authors whose scholarship we are delighted to share in this Special Issue. This issue comprises eight papers from both speech and language therapy and education from a range of countries: Australia; Canada; South Africa and the USA Literacy, and especially literacy instruction, is a topic that unites teachers and speech and language therapists/pathologists in a unique way. However, the past few decades have seen divergent approaches in literacy instruction which have impacted opportunities for collaborative practice in the classroom. Whole language / Balanced Literacy advocates have suggested literacy instruction should prioritize meaning as a starting point to learning to read. Conversely, educators who support a more explicit, systematic phonics instruction approach suggest that learners first need to “crack the code” (Snow, current issue) to embark on a successful, literate career. In this special issue there is a strong consensus amongst all eight papers that the conceptual framework laid out in the Simple View of Reading (Gough and Tunmer, 1986) offers the most compelling explanatory roadmap for literacy development and instruction. In her review SOLAR: The Science of Language and Reading, Pamela Snow offers a detailed and unambiguous account of the bidirectional links between oral language and written language development. She clearly outlines the influence that the foundational skills of semantics, syntax and pragmatics bring to bear not only on emergent literacy skill in the preschool and early school years but throughout the entire scholastic trajectory into post education and employment years. Many educators will be familiar with Hollis Scarborough’s Reading Rope (Scarborough, 2001) describing the strands of language development and word recognition woven into the ‘rope’ of skilled reading. Snow’s visual metaphor of “The Language House” is another helpful image that reminds us of the foundational language skills that underpin literacy development. In addition, this diagram invites us to think beyond essentialist, individual factors of the learner and instead consider broader psychological, emotional and systemic, contextual factors that influence the development of oral language and written language. Snow reminds us that access to high quality literacy instruction is a determinant of health and wellbeing and, thus inadequate literacy instruction a major contributor to social inequity","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"219 - 221"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42783317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1177/02656590211018934
Amy L Pearce
{"title":"Book Review: Language disorders in bilingual children and adults","authors":"Amy L Pearce","doi":"10.1177/02656590211018934","DOIUrl":"https://doi.org/10.1177/02656590211018934","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"211 - 212"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02656590211018934","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49063800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1177/02656590211051852
Helen Pollon
{"title":"Book Review: Phonics for pupils with special educational needs Books 1-7 by A. Sullivan","authors":"Helen Pollon","doi":"10.1177/02656590211051852","DOIUrl":"https://doi.org/10.1177/02656590211051852","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"355 - 366"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46238709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1177/02656590211019446
B. Bailey, Kalaichelvi Ganesalingam, J. Arciuli, Gillian Bale, Suzi Drevensek, M. Hodge, Carol Kass, N. Ong, Rebecca Sutherland, N. Silove
Spelling analyses can be used to investigate sources of linguistic knowledge underlying children’s literacy development and may be useful in predicting later achievement. This study explored the utility of six analysis metrics in predicting the spelling achievement of school-aged children with literacy learning difficulties via post-hoc analyses of data collected in a clinic. Participants were 48 children aged 7 to 12 years. Spelling accuracy was assessed using the Dalwood Spelling Test (Dalwood Assessment Centre, 2008) at baseline and 37–70 weeks later. Spelling attempts at baseline were analysed using metrics designed to quantify evidence of phonological, orthographic, and/or morphological awareness. Scores from each metric were associated with baseline and later conventional spelling accuracy. A metric which credits evidence of phonological, orthographic and morphological awareness shared a significantly stronger association with baseline conventional spelling accuracy as compared to the remaining metrics. There were no significant differences in the strength of associations among the baseline metrics and later spelling achievement. Supplementary analyses focused exclusively on children’s spelling errors returned a similar pattern of results with a few notable exceptions. The utility of spelling analyses is discussed.
{"title":"Exploring spelling ability in school-aged children with literacy learning difficulties using data collected in a clinical setting","authors":"B. Bailey, Kalaichelvi Ganesalingam, J. Arciuli, Gillian Bale, Suzi Drevensek, M. Hodge, Carol Kass, N. Ong, Rebecca Sutherland, N. Silove","doi":"10.1177/02656590211019446","DOIUrl":"https://doi.org/10.1177/02656590211019446","url":null,"abstract":"Spelling analyses can be used to investigate sources of linguistic knowledge underlying children’s literacy development and may be useful in predicting later achievement. This study explored the utility of six analysis metrics in predicting the spelling achievement of school-aged children with literacy learning difficulties via post-hoc analyses of data collected in a clinic. Participants were 48 children aged 7 to 12 years. Spelling accuracy was assessed using the Dalwood Spelling Test (Dalwood Assessment Centre, 2008) at baseline and 37–70 weeks later. Spelling attempts at baseline were analysed using metrics designed to quantify evidence of phonological, orthographic, and/or morphological awareness. Scores from each metric were associated with baseline and later conventional spelling accuracy. A metric which credits evidence of phonological, orthographic and morphological awareness shared a significantly stronger association with baseline conventional spelling accuracy as compared to the remaining metrics. There were no significant differences in the strength of associations among the baseline metrics and later spelling achievement. Supplementary analyses focused exclusively on children’s spelling errors returned a similar pattern of results with a few notable exceptions. The utility of spelling analyses is discussed.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"264 - 278"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02656590211019446","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45305439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1177/02656590211052001
Anna Louise Taylor, S. Calder, Simmone Pogorzelski, Lauren Koch
Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A retrospective cohort comparison was used to evaluate whether there was an observable effect of a manualised Tier 1 intervention compared to ‘business-as-usual’ on early literacy skills for children with DLD. Participants were 140 children attending a specialised education program with equivalent oral language skills and alphabetic knowledge at baseline. After 18 months formal literacy intervention, both groups were assessed on measures of early literacy skills. The differences between group means on all measures favoured the manualised intervention group, and they performed significantly better on a measure of nonword reading fluency. The findings indicate that a manualised Tier 1 intervention may be advantageous for children with DLD in developing proficiency in phonological recoding. This research contributes to the sparse evidence-base supporting the implementation of Tier 1 interventions for at risk populations, and findings warrant future research using experimental designs with tighter controls.
{"title":"A preliminary evaluation of a manualised intervention to improve early literacy skills in children with Developmental Language Disorder","authors":"Anna Louise Taylor, S. Calder, Simmone Pogorzelski, Lauren Koch","doi":"10.1177/02656590211052001","DOIUrl":"https://doi.org/10.1177/02656590211052001","url":null,"abstract":"Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A retrospective cohort comparison was used to evaluate whether there was an observable effect of a manualised Tier 1 intervention compared to ‘business-as-usual’ on early literacy skills for children with DLD. Participants were 140 children attending a specialised education program with equivalent oral language skills and alphabetic knowledge at baseline. After 18 months formal literacy intervention, both groups were assessed on measures of early literacy skills. The differences between group means on all measures favoured the manualised intervention group, and they performed significantly better on a measure of nonword reading fluency. The findings indicate that a manualised Tier 1 intervention may be advantageous for children with DLD in developing proficiency in phonological recoding. This research contributes to the sparse evidence-base supporting the implementation of Tier 1 interventions for at risk populations, and findings warrant future research using experimental designs with tighter controls.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"321 - 336"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46678996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1177/02656590211024404
{"title":"Notes on Contributors June 2021","authors":"","doi":"10.1177/02656590211024404","DOIUrl":"https://doi.org/10.1177/02656590211024404","url":null,"abstract":"","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"121 - 122"},"PeriodicalIF":1.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02656590211024404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48530983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-31DOI: 10.1177/02656590211019461
Barbara Moseley Harris
Perceptions of a convenience sample of 10 parents (one father, nine mothers) who had completed one or more group-based, parent-focused interventions for their children’s communication needs were explored during semi-structured interviews. Nine different intervention groups (EarlyBird programmes, early communication skills training, or Makaton training) were discussed. Inductive and grounded theory approaches were used during thematic analysis to focus on parents’ priorities. Themes identified were: (1) intervention purposes, including initial session purposes; (2) groups as supportive/safe spaces; (3) personal change (behaviours and self-perception); (4) challenges of groups; (5) costs and benefits, including emotional costs. Parents supported previously reported findings about changes in knowledge, understanding, and perception of their role. Parents provided insights into how changes occurred, including helpful processes and professional strategies. They described emotional impacts of parent-focused intervention, particularly parental guilt. Participants perceived peer groups as contributing safe spaces and opportunities, but also challenges. Two parents experienced reduced benefits due to significant individual differences relating to their child’s more complex needs. Participants confirmed some speech and language therapists’ (SLTs’) perceptions about how interventions work and challenged others. Key findings were that (1) parents’ experiences during intervention facilitate personal change; (2) parents experience personal costs and benefits of intervention; (3) peer groups contribute to intervention effectiveness. These findings indicated that parents experience significant personal impacts from parent-focused intervention groups, and that groups provide a specific intervention type that differs from individual input. Clinical implications are that professionals need awareness of impacts on parents to support effective intervention and avoid harm; peer groups can facilitate learning and parental agency; dissimilarity to peers can make group intervention inappropriate. Study limitations included fewer perspectives from parents of children with primary communication needs. Further exploration of interventions’ emotional impacts, how group processes support parental confidence and agency, and effects of individual differences on suitability of group intervention are suggested.
{"title":"Exploring parents’ experiences: Parent-focused intervention groups for communication needs","authors":"Barbara Moseley Harris","doi":"10.1177/02656590211019461","DOIUrl":"https://doi.org/10.1177/02656590211019461","url":null,"abstract":"Perceptions of a convenience sample of 10 parents (one father, nine mothers) who had completed one or more group-based, parent-focused interventions for their children’s communication needs were explored during semi-structured interviews. Nine different intervention groups (EarlyBird programmes, early communication skills training, or Makaton training) were discussed. Inductive and grounded theory approaches were used during thematic analysis to focus on parents’ priorities. Themes identified were: (1) intervention purposes, including initial session purposes; (2) groups as supportive/safe spaces; (3) personal change (behaviours and self-perception); (4) challenges of groups; (5) costs and benefits, including emotional costs. Parents supported previously reported findings about changes in knowledge, understanding, and perception of their role. Parents provided insights into how changes occurred, including helpful processes and professional strategies. They described emotional impacts of parent-focused intervention, particularly parental guilt. Participants perceived peer groups as contributing safe spaces and opportunities, but also challenges. Two parents experienced reduced benefits due to significant individual differences relating to their child’s more complex needs. Participants confirmed some speech and language therapists’ (SLTs’) perceptions about how interventions work and challenged others. Key findings were that (1) parents’ experiences during intervention facilitate personal change; (2) parents experience personal costs and benefits of intervention; (3) peer groups contribute to intervention effectiveness. These findings indicated that parents experience significant personal impacts from parent-focused intervention groups, and that groups provide a specific intervention type that differs from individual input. Clinical implications are that professionals need awareness of impacts on parents to support effective intervention and avoid harm; peer groups can facilitate learning and parental agency; dissimilarity to peers can make group intervention inappropriate. Study limitations included fewer perspectives from parents of children with primary communication needs. Further exploration of interventions’ emotional impacts, how group processes support parental confidence and agency, and effects of individual differences on suitability of group intervention are suggested.","PeriodicalId":46549,"journal":{"name":"Child Language Teaching & Therapy","volume":"37 1","pages":"193 - 209"},"PeriodicalIF":1.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/02656590211019461","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42452022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：