A Comprehensive Scoping Review of Caregivers' Experiences With Augmentative and Alternative Communication and Their Collaboration With School Professionals

Language Speech and Hearing Services in Schools, Journal Year: 2024, Volume and Issue: 55(2), P. 607 - 627

Published: Feb. 7, 2024

Parent engagement and involvement is essential for the successful implementation of augmentative alternative communication (AAC) systems in home. The purpose current study to gain a deeper understanding caregivers' experiences with AAC their collaboration school professionals during AAC, which may have led subsequent abandonment.

Language: Английский

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Special Education Teachers’ Perceptions of Parental Involvement in Inclusive Education

Education Sciences, Journal Year: 2024, Volume and Issue: 14(3), P. 294 - 294

Published: March 11, 2024

(1) Background: It is widely agreed that mutual partnerships between school staff and parents of students are key to creating robust frameworks inclusive education for with disabilities. This study explores special teachers’ perceptions involving disabilities in mainstream schools Jordan. (2) Methods: research employs a descriptive quantitative method the form Google-Forms-based online questionnaire closed-ended questions. (3) Results: The findings indicate were moderately involved their disabled children; these perceived teachers principal be instrumental encouraging involvement this respect; face many obstacles such children’s education. (4) Conclusions: point need policymakers create legislation enables mandates children settings order implement constructive models parental where can treated as equal partners educational process.

Language: Английский

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Towards integrated paediatric rehabilitation through a shared health portal for children with disabilities: A qualitative study on professionals’ perspectives (Preprint)

Published: Feb. 24, 2025

Providing integrated care is essential in paediatric rehabilitation, given the multiplicity of settings and professions involved children’s rehabilitation pathways need for a strong partnership between children with disabilities, families professionals to improve participation. E-health tools, such as shared patient health portals, can support care. This study aims explore perspectives on usefulness desired features portal well perceived challenges its use. An interpretive descriptive qualitative was conducted. Data were collected through 32 semi-structured, online interviews healthcare (n=15), education (n=11), recreation (n=5) social (n=1) motor cognitive disabilities France. Recruitment maximum variation snowball sampling. Interview verbatims analysed using NVivo14 by an interdisciplinary team researchers, including parents clinicians, following thematic analysis approach. saturation reached. Three main themes identified: 1) opportunities portal, 2) proposals features, 3) sources ambivalence towards use, along strategies overcome these concerns. Professionals opportunity facilitate collaboration healthcare, education, community services create continuum, exchanges about child's participation different living environments develop skills everyday life, continuous engagement throughout process. To fulfil opportunities, participants suggested be into portal: calendar across sectors providers, photos, videos, reports child functioning activities, ability share progress maintain their rehabilitation. Participants expressed use tool, regarding confidentiality transparency, especially non-medical professionals; increased screen time; parental control portal; time spent portal. Despite barriers, they showed interest highlighted foster true children, parents, disabilities. Concrete proposed enhance stakeholder some challenges, significant benefits reflecting intention it practice. These results will inform development digital tools designed quality offered children. The procedures registered at ClinicalTrials.gov under identifier NCT06570148.

Language: Английский

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Preparing allied health professional students to work collaboratively with families of young children (0-8 years): A scoping review

Educational Psychology in Practice, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 21

Published: March 26, 2025

Language: Английский

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Collaborative working in speech and language therapy for children with DLD—What are parents’ needs?

International Journal of Language & Communication Disorders, Journal Year: 2023, Volume and Issue: 59(1), P. 340 - 353

Published: Sept. 16, 2023

Abstract Background Collaborative practice between therapists and parents is a key element of family‐centred care essential if we want to address family priorities needs in interventions. However, collaborative challenging for speech language (SLTs) parents. To facilitate collaboration, practices need be implemented into therapy young children with developmental disorders (DLD) their families. Actual change implementation collaboration will successful only when it corresponds patients’ needs, our case the DLD. Aims explore parents’ SLTs during child Methods & Procedures Parents (a risk of) DLD age 2–6 years were eligible participation. We recruited via SLTs. Twelve participated semi‐structured interviews about used phenomenological approach focusing on lived experiences. transcribed verbatim. All read/listened discussed by parent panel, multiple researchers interviewer. Two independently analysed data using reflective thematic analysis Braun Clarke. Outcomes Results The resulted six themes: (1) knowing what expect, (2) how contribute, (3) feeling capable supporting child, (4) trusting therapist, (5) alignment children's preferences (6) time space asking questions sharing information. Conclusions Implications invest collaborating them. empower them become partner enable support daily life. knowledge process diagnosis skills child's development. Also, they emotional feel secure enough ask bring up own thoughts opinions therapy. Parents’ are line working as described literature, which underlines importance implementing WHAT THIS PAPER ADDS What already known subject Several reviews have explored perspectives reveal experiences general, specific topics such shared decision‐making parents/therapists roles this study adds This insights ensure (SLTs). create optimal collaboration. It important SLT process, confidence opportunities share Our results underline being empowered partner. clinical implications work? When referred therapy, often venture an unknown journey. They from knowledge, power align preferences, expectations.

Language: Английский

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Rearing a child with a language disorder: parents experiences with speech and language therapy services in 10 countries

Journal of Public Health, Journal Year: 2024, Volume and Issue: unknown

Published: April 17, 2024

Abstract Aim Collaboration between speech and language therapists parents to help children with disorders has always been important. The majority of published work is from the perspective therapist what they think feel need their children. However, less known about (1) processes try access receive services; (2) how perceive journey; (3) service provided child. This paper describes an exploration experience identification services for living disorders. Subjects methods Parents ten countries, a child who had received disorder participated in semi-structured qualitative interviews. Thematic analysis was used interpret data. Results Two main themes were constructed: Parental recognition difficulties accessing services. detailed recognised that needed went securing them. recounted process undertook; initial concerns child’s development, feelings this engendered, tried get support treatment. talked factors made them decide fight gain Conclusions Across encounter similar experiences. major obstacles identified by lead perception delay obtaining Identifying required first hurdle, even before getting referral

Language: Английский

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‘I wouldn’t want one or the other’: Understanding parents’ preferences for direct support or parent coaching for young autistic children

Autism, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 12, 2024

There has been considerable research into the barriers and facilitators of coaching parents autistic children. However, little is known about parents’ preferences for this approach compared to support provided directly by a clinician an or potentially child. This study aimed examine relative parent direct support. A total 22 families who had received both approaches their child quantitatively indicated which they preferred. We then used semi-structured interviews with 11 these participating further investigate reasons underlying preferences. multiple methods ensure trustworthiness credibility. Four themes were identified through template analysis: (1) ‘I wouldn’t want one without other’, (2) ‘It forced me outside my comfort zone’, (3) ‘It’s just different types learners’ (4) ‘If our happy, we are happy’. Overall, results that appreciated characteristics felt complimented each other in helping themselves when choose, generally expressed preference Many discussed belief experienced more enjoyment progressed These findings emphasise importance honouring families’ delivery supports. Lay abstract Professionals often children working them (direct support) parents. know lot what think coaching, but do not as much also whether prefer The current involved 2 h week up 1 6 months. At end months, all survey preferred Eleven chose take part interview understand Our suggest liked supports believed worked well together; however, over coaching. While beneficial, there strengths challenges each. choice It may be possible adapt address some improve whole family’s experience.

Language: Английский

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Exploring core competencies for language facilitation in parent training programs in AAC

Disability and Rehabilitation Assistive Technology, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 9

Published: Nov. 21, 2024

The relationship between children and their caregivers is essential for the development of social, emotional, cognitive, linguistic skills. This especially critical with complex communication needs who use augmentative alternative (AAC), as parents play a crucial role in supporting AAC integration within home. However, communicating child uses does not come naturally requires learning several specific Various training programs have shown that, appropriate training, can develop skills necessary to become effective partners support at paper analyzes overlap existing parent identify core competencies partners. By extracting these fundamental skills, this aims guide practitioners design sessions. Key strategies include responsivity, environmental arrangements, wait time, aided modeling, prompting, feedback.

Language: Английский

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Exploring the “shared” in shared decision-making in the care for children with chronic diseases or disabilities: what are the roles of parents and professionals?

European Journal of Pediatrics, Journal Year: 2024, Volume and Issue: 184(1)

Published: Dec. 19, 2024

Language: Английский

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Indicadores de salud mental de los niños con trastorno del espectro autista durante la pandemia por COVID-19: una revisión de alcance

Investigación e Innovación Clínica y Quirúrgica Pediátrica, Journal Year: 2024, Volume and Issue: 2(1)

Published: April 22, 2024

Introducción: La pandemia de COVID-19 ha planteado desafíos adaptación para los niños con el trastorno del espectro autista (TEA) debido a la interrupción rutinas y servicios salud educativos. Objetivo: revisión alcance tiene como objetivo examinar e integrar literatura sobre indicadores mental TEA durante COVID-19, centrándose en aspectos emocionales, sociales, conductuales cognitivos. Métodos: Se realizó una búsqueda sistemática estudios PubMed, Google Scholar, PsycINFO, ScienceDirect Cochrane Central entre enero febrero 2024. Resultados: identificaron 25 que exploraban diversos pandemia. Solo tres estos desarrollaron metodología permitía evaluar cambios pre post mediante creación cohortes preestablecidas seguimiento antes brote. Aunque algunos indicaron estabilidad o mejoras mental, se varios factores podrían empeorar síntomas estrés cuidadores, bajo ingreso económico terapias presenciales. Conclusión: Los resultados revisados no son concluyentes limitaciones metodológicas diseños investigación. hallazgos sugieren necesidad desarrollar enfoques metodológicos más sólidos consistentes impacto eventos estresantes TEA, énfasis largo plazo permitan comprensión completa efectos lo tiempo.

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