The following paper has been accepted for publication, based on Karla Washington's postdoctoral research conducted in Canada (I was one of her supervisors).
UPDATED REFERENCE (OCTOBER, 2012)
Washington, K. N., Thomas-Stonell, N.,
McLeod, S., & Warr-Leeper, G. (2012). Parents’ perspectives on the
professional-child relationship and children’s functional communication
following speech-language intervention. Canadian
Journal of Speech-Language Pathology and Audiology / Revue canadienne
d'orthophonie et d'audiologie, 36(3),
220-233.
Abstract
Background. Speech-language pathologists (SLPs) 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 SLPs
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-SLP 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-SLP 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-SLP relationship. The child-SLP rapport and the
SLPs’ 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 SLP as well as the SLPs’
professionalism were considered by parents to be important factors for creating
a positive child-SLP relationship during speech and language intervention.
