Parents and Course Leaders' Experiences of the ComAlong Augmentative and Alternative Communication Early Intervention Course

Abstract

<p>Keywords</p><p>early intervention, parental education, communication development, augmentative and alternative communication (AAC), parents' experiences</p><p>Abstract</p><p>The aim of this study was to evaluate parents and course leaders' experiences of the ComAlong early intervention course; a parental course about communication, communication development, play, responsive communication strategies and augmentative and alternative communication (AAC). ComAlong targets parents of pre-school children with extensive communication difficulties and, at times, additional disabilities. Data consisted of course evaluation surveys filled out by 86 parents (57 mothers and 29 fathers) and one grandmother and interviews of four parents and four course leaders. Overall, parents were positive about the course. This was shown in ratings of 21 statements, in written answers to seven open questions and in the interviews. The total mean value for all statements was 4.4 (max 5) and the median was 4 or 5. The means for the 20 statements varied between 3.9 and 4.8 and half of all statements had mean values of 4.5 or higher. The mean value for the course (parents’ rating of the course on a 1 to 10 scale where 10 was the best) was 8.5 (Mdn and mode = 8, SD = 1.1). On the whole, parents and course leaders were satisfied. Parents learned about communication and AAC and experienced that communication with the child had changed to the better. In particular, parents appreciated meeting respectful and competent course leaders and other parents to children with varying disabilities. Information about the course before it started was a problematic issue. These and other findings are discussed with regard to early intervention for parents of children who use augmentative and alternative communication.</p>

Communication intervention in Rett syndrome: a survey of speech language pathologists in Swedish health services

“…However, informal conversation was by far the most common mode of instruction as reported by the SLPs in this study supporting earlier findings from other study populations [73]. Programmes aimed at empowering and enhancing the communicative knowledge and skills of parents have been developed for a general population and some specifically modified for persons with Rett syndrome [38,68,[80][81][82]. Use of programmes or other systematic instructions has been promising in increasing the implementation of aided communication in other populations [83].…”

Examining perceptions of a communication course for parents of children with profound intellectual and multiple disabilities

“…All 22 participants were however included in the quantitative analysis regarding the global rating scale that was included in both the forms. This procedure enabled us to compare the current results with the data reported in Ferm et al (2011) in order to find out whether the responses of the participants in this study (parents of children with PIMD) differed from those of the ComAlong course's broader target group.…”

“…In between sessions, the participants are given homework assignments to help enhance their learning and reflection and to support the application of the knowledge they have acquired in their communication with their child in the home environment (Broberg et al 2012, Jonsson et al 2011. Ferm et al (2011) examined parents' and course leaders' experiences of the ComAlong course when held for a broad target group. The results showed that parents generally found the course to be a positive experience and that they also experienced positive changes in their own communication as well as that of their child (Ferm et al 2011).…”

“…While a few of these children may have had PIMD, this was not analysed specifically and the vast majority of the children in question had other, considerably milder disabilities than PIMD. Whether or not the conclusions drawn by Ferm et al (2011) are applicable to parents of children with PIMD is currently unknown. Both Gotthardsson (2016) and Rensfeldt Flink (2014) have proposed a clinical need to adapt ComAlong to suit the PIMD group, given the special needs of this population.…”

Identifying Patterns of Emotional and Behavioural Problems in Preschool children : Facilitating Early Detection

“…The specialist level, such as Child and Youth Habilitation services or CAP, receive referrals from CHC in cases of suspected ASD, ADHD, Intellectual Disability or ESSENCE concept symptoms (Gillberg, 2010;Spjut Jansson et al, 2016). After investigation, the specialist-level intervention usually starts with pa-rental psycho-education and counselling in communication skills and be-haviour modification (Ferm, 2011). Parental contributions focusing on communicating with the child, implemented at an early age and contin-ued over a long period of time, together with the preschool teacher, seems to be the most effective intervention (Carr et al, 1994;Devescovi et al, 2016;Hejlskov Elvén, 2009;Jones et al, 2010;Spjut Jansson et al, 2016).…”