Involvement of parents in intervention for childhood speech sound disorders: a review of the evidence

“…Other reviews have explored the external evidence base for different service delivery models, including parent‐delivered intervention (e.g., Sugden et al . ). One important aspect of service delivery that has received increasing attention is intervention intensity.…”

Section: Introductionmentioning

confidence: 97%

Service delivery and intervention intensity for phonology‐based speech sound disorders

Sugden

Baker

Munro

et al. 2018

Intl J Lang & Comm Disor

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“…It also corresponds with evidence from studies suggesting that SLTs expect parents to assume an observer or helper role (Sugden et al . , Watts Pappas et al . , ) coinciding with a conception of role of treating and planning.…”

Section: Discussionmentioning

confidence: 99%

“…, Klatte and Roulstone , Lieberman‐Betz , Sugden et al . , Watts Pappas and McLeod ). From a parent's perspective, their conception of role as an intervener at the outset of speech and language therapy is limited and open to negotiation (Davies et al .…”

Section: Introductionmentioning

confidence: 99%

“…In spite of this, a number of SLTs report that they routinely work with parents of pre-school children in order to achieve intervention goals (Roulstone et al 2012). However, there is variation in how, and how well, parents are involved in intervention (Falkus et al 2016, Klatte and Roulstone 2016, Lieberman-Betz 2015, Sugden et al 2016, Watts Pappas and McLeod 2009. From a parent's perspective, their conception of role as an intervener at the outset of speech and language therapy is limited and open to negotiation (Davies et al 2017).…”

Section: Introductionmentioning

confidence: 99%

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SLTs’ conceptions about their own and parents’ roles during intervention with preschool children

Davies

Marshall

Brown

et al. 2019

Intl J Lang & Comm Disor

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Background Current research investigating collaboration between parents and speech and language therapists (SLTs) indicates that the SLT role is characterized by therapist‐led practice. Co‐working with parents of children with speech and language difficulties is less frequently described. In order to embrace co‐working during intervention, the SLT role may need to be reframed, focusing on acquiring skills in the role of coach as well as the role of planning intervention and treating children. Aims To report (1) SLTs’ conceptions about their own roles during intervention for pre‐school children with speech and language difficulties; and (2) SLTs’ conceptions of parents’ roles during intervention. Methods & Procedures A qualitative study used individual, semi‐structured interviews with 12 SLTs working with pre‐school children. Open‐ended questions investigated SLTs’ expectation of parents, experience of working with families, and the SLTs’ conception of their roles during assessment, intervention and decision‐making. Thematic network analysis was used to identify basic, organizational and global themes. Results & Outcomes SLTs had three conceptions about their own role during intervention: treating, planning and coaching. The roles of treating and planning were clearly formulated, but the conception of their role as coach was more implicit in their discourse. SLTs’ conception of parents’ roles focused on parents as implementers of activities and only occasionally as change agents. Conclusions & Implications Collaboration that reflects co‐working may necessitate changes in the conception about the role for both SLTs and parents. SLTs and parents may need to negotiate roles, with parents assuming learner and adaptor roles and SLTs adopting a coaching role to activate greater involvement of parents. Applying conceptual change theory offers new possibilities for understanding and enabling changes in SLTs’ conception of roles, potentially initiating a deeper understanding of how to achieve co‐working during speech and language intervention.

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Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review

et al. 2020

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No review to date has focused on evaluating the use of videos and digital media in parent-implemented interventions for parents of children with primary language or speech sound disorder (LD/SSD). Research objectives guiding this scoping review included an evaluation of (a) use of videos and/or other digital media in parent-implemented interventions; (b) use of videos and/or other digital media in asynchronous content; (c) the role of the parent as learner; and (d) the program impact on parents and children. This review followed a five-stage framework: (a) identify research questions; (b) identify relevant studies; (c) select studies; (d) chart the data; and (e) collate, summarize and report the results. Ten studies were included. No program included parents of children with speech disorders. One fully asynchronous program was identified, though many programs included videos concurrent with direct instruction. No study described the parent as learner and only four studies examined parent satisfaction and perceptions. These four studies directly measured specific parent behavior and results indicated that the programs had a positive impact on parents' interactions. Nine of the ten studies included child outcomes. This low volume of studies suggests limited work in this area. The review describes research gaps and future directions.

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Involvement of parents in intervention for childhood speech sound disorders: a review of the evidence

Cited by 39 publications

References 122 publications

Service delivery and intervention intensity for phonology‐based speech sound disorders

Service delivery and intervention intensity for phonology‐based speech sound disorders

SLTs’ conceptions about their own and parents’ roles during intervention with preschool children

Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review

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