A listening skill educational intervention for pediatric rehabilitation clinicians: A mixed-methods pilot study

King, Gillian; Servais, Michelle; Shepherd, Tracy A.; Willoughby, Colleen; Bolack, Linda; Moodie, Sheila; Baldwin, Patricia; Strachan, Deborah; Knickle, Kerry; Pinto, Madhu; Parker, Kathryn; McNaughton, Nancy

doi:10.3109/17518423.2015.1063731

Cited by 14 publications

(4 citation statements)

References 37 publications

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“…Parents who participate in children's therapy services identify that therapist communication is the primary way to promote parent participation in all stages of therapy [3]. Communication skills are considered to be a key component of therapists' best practice that can improve the effectiveness of therapy interventions and increase satisfaction with services [12]. Effective communication can help parents to negotiate their role within their child's services.…”

Section: Introductionmentioning

confidence: 99%

A grounded theory of parents’ attendance, participation and engagement in children’s developmental rehabilitation services: Part 2. The journey to child health and happiness

Phoenix

Jack

Rosenbaum

et al. 2019

Disability and Rehabilitation

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Section: Introductionmentioning

confidence: 99%

A grounded theory of parents’ attendance, participation and engagement in children’s developmental rehabilitation services: Part 2. The journey to child health and happiness

Phoenix

Jack

Rosenbaum

et al. 2019

Disability and Rehabilitation

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“…These skills included clear and transparent communication; active listening; mutual respect; and empathy, among others. For example, listening and effective interpersonal communication, which is largely overlooked [ 37 ], can be enhanced through the use of simulations [ 38 ]. This is aligned with the general simulation literature where simulation is supported as an effective tool to enhance communication skills, which can then be transferred out of the simulation space into practice [ 39 , 40 ].…”

Section: Discussionmentioning

confidence: 99%

Delivery and evaluation of simulations to promote authentic and meaningful engagement in childhood disability research

et al. 2023

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Background In 2019, our interdisciplinary team of researchers, family members, and youth co-designed four simulation training videos and accompanying facilitation resources to prepare youth, family members, trainees, and researchers to build the knowledge and skills to engage in patient-oriented research (POR) authentically and meaningfully. Videos covered challenges in aspects of the research process including (1) forming a project team; (2) identifying project objectives and priorities; (3) agreeing on results; and (4) carrying out knowledge translation. Methods The purpose of the study was to deliver four simulation training videos across 2 two-hour facilitated workshops with researchers, trainees, and family partners. We evaluated whether the training videos and facilitated discussion of the simulations helped to improve knowledge and attitudes about authentic and meaningful partnership in research and self-perceived ability to engage in POR. An explanatory sequential two-phase mixed methods design was used. Phase 1 (quantitative) included two training workshops and a pre/post-training survey. Phase 2 (qualitative) included two qualitative focus groups. Results of each phase were analyzed separately and then combined during interpretation. Results Sixteen individuals (including researchers/research staff, trainees, family members, clinicians) took part in this research study. Overall, participants were highly receptive to the training, providing high scores on measures of acceptability, appropriateness, and feasibility. While the training videos and facilitated discussion of the simulations were found to increase participants’ knowledge and ability to engage in authentic and meaningful POR, we found no significant change in attitude or intent. Recommendations about the simulation content and delivery were provided to inform for future use. Conclusions The simulations were found to be a positive and impactful way for collaborative research teams to build knowledge and ability to engage in authentic and meaningful POR. Recommendations for future work include covering different content areas with varying levels of nuance; and offering the training to stakeholders in a variety of roles, such as those higher-ranked academic positions.

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“…Beneficial facilitation skills included effective communication, professionalism, organization, flexibility, knowledge, ability to answer questions, and provide guidance. Literature has linked clinician communication skills and knowledge translation to increased parent satisfaction and involvement (King et al, 2017; Øien et al, 2010; Phoenix et al, 2019). In this study, participants required a programme leader who could support strategy implementation in the context of complex developmental presentations and child behaviour challenges.…”

Section: Discussionmentioning

confidence: 99%

Parent perceptions of a group telepractice communication intervention for autism

Garnett

Davidson

Eadie

2022

Autism & Developmental Language Impairments

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Background & Aims Estimates suggest that one in 59 children receive a diagnosis of autism and that early intervention can be effective if applied consistently and intensively. Parent implemented intervention can increase intervention consistency and intensity however, availability of providers, geographical factors, time constraints, and parental stress levels can all act as barriers to service access. Limitations in understanding elements that support family engagement can also impact participation in intervention. Telepractice can increase availability of intervention services and decrease the time and costs associated with face-to-face delivery. Research focused on children with autism has shown that telepractice is acceptable to parents. Despite positive findings for telepractice services with individual clients, limited research has been conducted on telepractice services for parent groups; parent perceptions and preferences regarding intervention; and service delivery methods. This research aimed to investigate parent perceptions of a group intervention programme for autism; the telepractice approach; parent and child outcomes; and parental stress. The purpose of the investigation was to build an understanding of parent's intervention preferences to inform future service offerings, increase choice, and support participation. Methods Eleven parents of preschool children with autism participated in a telepractice delivered group training programme called Hanen More Than Words (HMTW). The intervention is traditionally delivered face to face and teaches strategies to facilitate social-communication development in young children. Quantitative and qualitative measures were used to evaluate parent perceptions of the telepractice HMTW intervention. Data were collected via the Parenting Stress Index, HMTW programme evaluation forms, and online parent survey. Quantitative data was analysed using descriptive statistics. Pre- and post-intervention comparisons of parenting stress were conducted using paired T-Tests. Open comment field responses were analysed qualitatively using a directed content analysis. Results Parents reported high levels of satisfaction with telepractice delivered HMTW across intervention and post programme evaluations. Interactive learning opportunities, group participation, video coaching, individualisation of service, and programme facilitation were identified as key supports to learning. Parents perceived increased insight into the interaction, learning, and behaviour of themselves and their children. They reported positive changes in strategy implementation and confidence. Parents also perceived improvements in their children's communication, responsiveness, interaction, and play following intervention. Parental stress measurements from pre- to post intervention, were not significantly different. Conclusions Telepractice may reduce service barriers and improve access, particularly with the efficiency of a group delivery approach. Utilising technology to deliver group intervention was acceptable to parents and perceived to have positive outcomes for both parent and child. Further investigation into parent perceptions of intervention types and delivery approaches, could facilitate a broader understanding of family needs with respect to service access and engagement. Implications Expansion of telepractice offerings can increase efficiencies and service choice for families and providers. Limitations in service availability and barriers to service access and engagement, confirm the importance of pursuing ongoing service improvements and evaluating the preferences of service users. Development of standardised tools to measure and compare parent perceptions across intervention types and service delivery approaches would be beneficial.

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A listening skill educational intervention for pediatric rehabilitation clinicians: A mixed-methods pilot study

Abstract: The educational intervention has the potential to be an effective means to enhance the listening skills of practicing pediatric rehabilitation clinicians.

Cited by 14 publications

References 37 publications

A grounded theory of parents’ attendance, participation and engagement in children’s developmental rehabilitation services: Part 2. The journey to child health and happiness

A grounded theory of parents’ attendance, participation and engagement in children’s developmental rehabilitation services: Part 2. The journey to child health and happiness

Delivery and evaluation of simulations to promote authentic and meaningful engagement in childhood disability research

Parent perceptions of a group telepractice communication intervention for autism

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