Expectations and experiences of parents taking part in parent–child interaction programmes to promote child language: a qualitative interview study

Levickis, Penny; McKean, Cristina; Wiles, Alex C.; Law, James

doi:10.1111/1460-6984.12543

Cited by 16 publications

(11 citation statements)

References 42 publications

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“…Step 1 focusses on the preparation, which is necessary for successful shared decision-making and engagement [ 53 , 72 ]. In order to address power imbalances in the practitioner–parent/caregiver relationship [ 18 ] and ‘activate’ the parent/caregiver [ 73 ], preparatory materials are needed which welcome and value the parent/caregiver’s knowledge about their child, establish the focus of the review [ 72 ] and encourage the parent/caregiver to arrive with questions and reflections. Step 2 is essential in mobilising and motivating action by the parent/caregiver and creating practitioner–parent/caregiver alliance [ 36 ].…”

Section: Methods and Resultsmentioning

confidence: 99%

‘Making the most of together time’: development of a Health Visitor–led intervention to support children’s early language and communication development at the 2–2½-year-old review

McKean

Watson

Charlton

et al. 2022

Pilot Feasibility Stud

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Background Early interventions to support young children’s language development through responsive parent–child interaction have proven efficacy but are not currently delivered universally. A potential universal delivery platform is the Health Visitor (HV)–led 2–2½-year-old review in England’s Healthy Child Programme. It is unclear if it is feasible to offer such interventions through this platform. We report an intervention development process, including extensive stakeholder consultation and co-design which aimed to develop an acceptable, feasible and equitable early language intervention for delivery in this context. Methods The study involved five phases including 13 stakeholder co-design workshops with 7 parents and 39 practitioners (HVs, early years practitioners and speech and language therapists): (1) Identification of existing intervention evidence, (2) qualitative review of intervention studies extracting candidate target behaviours for intervention and intervention techniques, (3) co-design workshops with parents and practitioners examining acceptability, barriers and enablers to those behaviours and techniques (particular attention was paid to diverse family circumstances and the range of barriers which might exist), (4) findings were analysed using COM-B and theoretical domains frameworks and a prototype intervention model designed, and (5) co-design workshops iteratively refined the proposed model. Results Practitioners were committed to offering language intervention at the 2–2½-year-old review but were not sure precisely how to do so. Parents/caregivers wanted to be proactive and to have agency in supporting their own children and to do this as soon as possible. For equitable intervention, it must be proportionate, with higher ‘intensity’ for higher levels of disadvantage, and tailored, offering differing approaches considering the specific barriers and enablers, assets and challenges in each family. The importance and potential fragility of alliances between parent/caregiver and practitioner were identified as key, and so, strategies to engender successful collaborative partnership are also embedded in intervention design. Conclusion It is possible to develop a universal intervention which parents and practitioners judge would be acceptable, feasible and equitable for use at the 2–2½-year review to promote children’s language development. The result is one of the most explicitly developed universal interventions to promote children’s language development. Further development and piloting is required to develop materials to support successful widespread implementation.

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Section: Methods and Resultsmentioning

confidence: 99%

‘Making the most of together time’: development of a Health Visitor–led intervention to support children’s early language and communication development at the 2–2½-year-old review

McKean

Watson

Charlton

et al. 2022

Pilot Feasibility Stud

Self Cite

View full text Add to dashboard Cite

show abstract

“…Step 1 focusses on the preparation, which is necessary for successful shared decision-making and engagement [54,77]. In order to address power imbalances in the practitioner -parent/caregiver relationship [28] and 'activate' the parent/caregiver [78] preparatory materials are needed which welcome and value the parent/caregivers knowledge about their child, establish the focus of the review [77] and encourage the parent/caregiver to arrive with questions and re ections.…”

Section: Media and Social Media Campaignmentioning

confidence: 99%

‘Making the Most of Together-Time’: Development of a Health Visitor Led Intervention to Support Children’s Early Language and Communication Development at the 2-2½ Year-Old Review

McKean

Watson

Charlton

et al. 2021

Preprint

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Background: Early interventions to support young children’s language development through responsive parent-child interaction have proven efficacy but are not currently delivered universally. A potential universal delivery platform is the Health Visitor (HV) led 2-2½ year old review in England’s Healthy Child Programme. It is unclear if it is feasible to offer such interventions through this platform. We report an intervention development process, including extensive stakeholder consultation and co-design to develop an acceptable, feasible and equitable early language intervention for delivery in this context.Methods:The study involved five phases including 13 stakeholder co-design workshops with 7 parents and 39 practitioners (HVs, early years practitioners and speech and language therapists). 1) Identification of existing intervention evidence. 2) Qualitative review of intervention studies extracting candidate target behaviours for intervention and intervention techniques. 3) Co-design workshops with parents and practitioners examining acceptability, barriers and enablers to those behaviours and techniques. Particular attention was paid to diverse family circumstances and the range of barriers which might exist. 4) Findings were analysed using COM-B and theoretical domains frameworks and a prototype intervention model designed. 5) Co-design workshops iteratively refined the proposed model. Results:Practitioners were committed to offering language intervention at the 2-2½ year old review but were not sure precisely how to do so. Parents/caregivers wanted to be proactive and to have agency in supporting their own children, and to do this as soon as possible. For equitable intervention it must be proportionate, with higher ‘intensity’ for higher levels of disadvantage, and tailored, offering differing approaches considering the specific barriers and enablers, assets and challenges in each family. The importance and potential fragility of alliances between parent/caregiver and practitioner were identified as key and so strategies to engender successful collaborative partnership are also embedded intervention design. Conclusion: It is possible to develop an acceptable, feasible and equitable universal intervention for use at the 2-2 ½ year review to promote children’s language development. The result is one of the most explicitly developed universal interventions to promote children’s language development. Further development and piloting is required to develop materials to support successful widespread implementation.

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“…Preschool children with LDs may also lack mastery motivation affecting internalized motivation related to attempting tasks that could be considered challenging (Medeiros et al, 2016). Balancing the specific needs of preschool youth with LD is key because effective communication skills can result in positive academics, behavior, social interactions, and self-esteem (Levickis et al, 2020; Reed, 2012; Roth & Worthington, 2015).…”

Section: Behavioral Considerationsmentioning

confidence: 99%

“…Due to the high co-morbidity of language and behavior issues for preschool children with LDs, there has been increased interest in parent–child relationships in speech and language interventions (Falkus et al, 2016; Levickis et al, 2020; Wilkes-Gillan et al, 2017). Further, scholars have also called for increased focus on relationships with other significant caregivers (e.g., teachers) in a child’s life because of the importance of relationships and increasing disruptive behaviors having negative impacts on teachers’ level of stress and classroom tension (Bratton et al, 2012; Morrison & Bratton, 2010).…”

Section: Relationship Aspects and Difficultiesmentioning

confidence: 99%

“…Relationship-based play therapy interventions, such as filial therapy, have resulted in improved vocal interactions, closer proximity, emotional engagement, and acceptance of guidance (Howard et al, 2017; Levickis et al, 2020). In filial therapy, parents are trained basic CCPT principles and skills to be therapeutic change agents with their own children (Landreth, 2012).…”

Section: Relationship Play Therapy Interventionsmentioning

confidence: 99%

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Implementing play and language therapy to work with preschool children with language and behavioral issues.

Davis¹,

Loeb²,

Lee³

2021

International Journal of Play Therapy

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Communicating thoughts and needs is one of the most essential components of being human. In the United States, 6.4 million preschool-age children are diagnosed with a language disorder (American Speech-Language-Hearing Association, 2019). Many of these children also exhibit co-morbid behavior issues. Difficulties with effective communication and behavior can result in academic, social, and personal issues for these children (Balch & Ray, 2015). While speech-language pathologists (SLPs) are well versed in providing communication interventions, there is a lack of specific knowledge related to behavioral aspects. Collaborating with play therapists (PTs) who work with preschool youth can enhance this knowledge and potential interventions. For instance, relationship-based play therapy interventions such as Child Teacher Relationship Therapy have proven to be effective at helping to develop positive relationships and behaviors in non-counseling settings (Socarras et al., 2015). When integrated with developmental language strategies, play therapy skills can potentially address communication, social, and behavioral needs of preschool children with comorbid language and behavior issues (Parsons et al., 2019). The purpose of this manuscript is to discuss the development, training, and application of a relationship-based play therapy intervention known as Play and Language Therapy delivered collaboratively by credentialed PTs and SLPs working with preschool children with language disorders and behavioral issues.

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Expectations and experiences of parents taking part in parent–child interaction programmes to promote child language: a qualitative interview study

Abstract: This is the author manuscript accepted for publication and has undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record. Please cite this article as

Cited by 16 publications

References 42 publications

‘Making the most of together time’: development of a Health Visitor–led intervention to support children’s early language and communication development at the 2–2½-year-old review

‘Making the most of together time’: development of a Health Visitor–led intervention to support children’s early language and communication development at the 2–2½-year-old review

‘Making the Most of Together-Time’: Development of a Health Visitor Led Intervention to Support Children’s Early Language and Communication Development at the 2-2½ Year-Old Review

Implementing play and language therapy to work with preschool children with language and behavioral issues.

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