The promise of self-determination theory to study the therapist-client relationship in speech-language treatment

Haerens, Leen; Bettens, Kim; Lierde, K Van; Aelterman, Nathalie

doi:10.1016/j.jcomdis.2020.106059

Cited by 8 publications

(8 citation statements)

References 48 publications

(123 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This integrated regulation in some children may perhaps be a gateway for achieving identified regulation. This means that children engage in treatment because they understand the importance of speech and language therapy exercises (Haerens et al., 2021). As suggested before, this is interesting at it is impossible to only provide exercises that are fun (Haerens et al., 2021).…”

Section: Discussionmentioning

confidence: 99%

‘Sometimes I feel sad’: A qualitative study on children's perceptions with cleft palate speech and language therapy

Alighieri

Bettens

Verbeke

et al. 2023

Intl J Lang & Comm Disor

Self Cite

View full text Add to dashboard Cite

BackgroundEvidence‐based speech therapy involves the integration of (1) the scientific evidence for therapy with (2) the perspectives of clinicians concerning therapy and (3) the perspectives of patients about therapy. The cleft literature has already paid attention to the first two cornerstones of evidence‐based speech therapy. Much less is known about how children perceive cleft speech therapy.AimsThe purpose of the current qualitative study was to investigate the perceptions, emotions and expectations of Flemish‐speaking Dutch children with a cleft (lip and) palate (CP ± L), aged 5–12 years, with regard to the speech therapy they receive. In this study, a focus was made on speech therapy to eliminate compensatory cleft speech errors.Methods & ProceduresSix children with a CP ± L, aged between 5 and 12 years, were included in this study. Child‐friendly semi‐structured interviews were conducted using a participatory, art‐based qualitative approach. This means that the ‘play and puppets technique’ and ‘draw–write and photo‐elicitation technique’ were used to guide the children through the interviews. Data derived from these interviews were analysed using an inductive thematic approach. Trustworthiness of the data was achieved by applying researcher triangulation, negative case analysis and an audit trail.Outcomes & ResultsAnalyses of the interviews revealed three major themes of importance to the children: (1) treatment values, (2) treatment practices and (3) treatment outcomes. Each theme was divided into different subthemes. The theme ‘treatment values’ consisted of the subthemes expectations and emotions around therapy and interference with daily living. Information flow, therapy content, confirmation and rewards, parents’ attendance, therapy intensity, and homework were subthemes of the major theme ‘treatment practices’. The theme ‘treatment outcomes’ was divided into two subthemes, namely speech improvement and peers’ reactions.Conclusions & ImplicationsMost children had positive attitudes towards speech therapy: it was ‘something they liked’ and ‘something fun’. If children had negative attitudes they were related to having a fear of making mistakes during therapy. Children had clear expectations of the purpose of speech therapy. Speech therapy should ‘help’ improve their speech and make it more understandable to others. The children in this sample made some suggestions to decrease the experienced burden related to speech therapy. The results of this study will help to better tailor speech therapy programmes to the needs and experiences of children with a CP ± L.WHAT THIS PAPER ADDSWhat is already known on the subject Evidence‐based speech therapy involves the integration of (1) the scientific evidence for therapy with (2) the perspectives of clinicians concerning therapy and (3) the perspectives of patients and their families about therapy. The cleft literature has already paid attention to the first two cornerstones of evidence‐based speech therapy. Different studies investigated the perspectives of SLPs and parents with regard to cleft palate speech therapy. However, much less is known about the children's own experiences with and perceptions around this speech therapy.What this study adds to existing knowledge This study used a qualitative research design to investigate the perceptions, emotions and expectations of children with a cleft (lip and) palate, aged 5–12 years, with regard to the speech therapy they receive. Speech therapy needed to focus on the elimination of compensatory speech errors. This study provides knowledge on the speech therapy‐related experiences of children with a cleft palate.What are the potential or actual clinical implications of this work? Children in this sample made some concrete suggestions to decrease the experienced burden related to cleft speech therapy, for example, integration of school work during therapy sessions and practising on the level of spontaneous speech. The results of this study help us to better tailor speech therapy programmes to the needs and experiences of children with a CP ± L.

show abstract

Section: Discussionmentioning

confidence: 99%

‘Sometimes I feel sad’: A qualitative study on children's perceptions with cleft palate speech and language therapy

Alighieri

Bettens

Verbeke

et al. 2023

Intl J Lang & Comm Disor

Self Cite

View full text Add to dashboard Cite

show abstract

“…For instance, adults with mild intellectual disability who engage in a problem-solving task in an autonomy-supportive condition reported perceiving the task as more useful and were more engaged in it ( Emond Pelletier & Joussemet, 2017 ). In a study more closely related to DLD, the autonomy support provided by speech-language pathologists for their clients was associated with higher levels of autonomous motivation toward their treatment ( Haerens et al, 2021 ). Being empathetic to the client's situation and perspective, giving a rationale for the exercises and the goal to which they are related, giving opportunities for the clients to experiment by themselves, and offering choices regarding the course of therapy were all important autonomy-supportive behaviors endorsed by the speech-language pathologists.…”

Section: Discussionmentioning

confidence: 99%

“…The relevance of SDT to study DLD and job search is supported by some empirical work. Regarding DLD, a recent study by Haerens et al (2021) indicates that when speech-language pathologists support the autonomy need of clients with communication disorders, among which some have language disorders, greater autonomous motivation toward treatment is reported by the clients. In the job search domain, a cross-sectional study with 285 graduating secondary school students from technical and vocational classes suggests that autonomous motivation is associated to students’ intentions to engage in a job search after their high school ( Soenens & Vansteenkiste, 2005 ).…”

Section: Self-determination Theorymentioning

confidence: 99%

Examining the contribution of motivation in the job search of youth with developmental language disorder

Dubois

Guay

St-Pierre

2023

Autism & Developmental Language Impairments

View full text Add to dashboard Cite

Background & aims Youth with developmental language disorder (DLD) are at risk of experiencing challenges during their job search. It is thus crucial to promote efficient job search behaviors in terms of effort, intensity, and self-regulation. Based on self-determination theory (SDT), we verified the role of autonomous and controlled motivations in enhancing these behaviors. Methods Study 1 included 37 young adults with DLD who have finished school, and Study 2 included 52 youth with DLD transitioning from school to work. They completed a questionnaire examining their job search behaviors and their motivation toward their job search. Results Autonomous motivation positively predicted job search effort, intensity, and self-regulation. Small to moderate relations were observed in Study 1, and moderate to strong ones in Study 2. Controlled motivation was unrelated to the three behaviors. Conclusions In line with SDT, autonomous motivation is an important foundation for positive job search behaviors among youth with DLD. Implications Supporting the development of autonomous motivation is thus encouraged in transition services for this population.

show abstract

“…The school-to-work transition is usually characterized as a defined period including the end of education or training and the beginning of employment (Schoon & Silbereisen, 2009). Although youth may take different paths, being employed remains central and is a priority for public organizations (e.g., U.S.…”

Section: School-to-work Transition and Well-beingmentioning

confidence: 99%

“…Moreover, autonomy support provided by parents is positively associated with well-being (Beiswenger & Grolnick, 2010), and teacher autonomy support with school adaptation (Reeve, 2016;Reeve & Cheon, 2021). For youth with disabilities, it has been shown that autonomy support from speech-language therapists (Haerens et al, 2020) and support staff (Frielink et al, 2018) is positively related to autonomous motivation. Autonomy-supportive parenting is also associated with positive behavioral strengths in children and adolescents with autism spectrum disorder (De Clercq et al, 2019).…”

Section: Applying Self-determination Theory To Better Understand Outc...mentioning

confidence: 99%

School-to-Work Transition of Youth with Learning Difficulties: The Role of Motivation and Autonomy Support

Dubois

Guay

St-Pierre

2022

Exceptional Children

View full text Add to dashboard Cite

School-to-work transition is a challenging period for youth with learning difficulties (LD). Based on self-determination theory (SDT), we tested the role of autonomy support and motivation in predicting transition status and well-being among this population. This prospective study included 218 students with LD in their last year of a work-study program. They were surveyed at the end of the school year and 1 year later. Two structural equation models were tested: one with the transition status as the outcome and one with well-being. Analyses revealed that autonomy support from fathers was positively associated with autonomous motivation in both models, as was autonomy support from friends in the transition status model. Autonomous motivation positively predicted both outcomes, while controlled motivation negatively predicted them. In sum, the psychological resources proposed by SDT seem to matter for youth with LD, thereby providing support for the generalizability of SDT.

show abstract

The promise of self-determination theory to study the therapist-client relationship in speech-language treatment

Cited by 8 publications

References 48 publications

‘Sometimes I feel sad’: A qualitative study on children's perceptions with cleft palate speech and language therapy

‘Sometimes I feel sad’: A qualitative study on children's perceptions with cleft palate speech and language therapy

Examining the contribution of motivation in the job search of youth with developmental language disorder

School-to-Work Transition of Youth with Learning Difficulties: The Role of Motivation and Autonomy Support

Contact Info

Product

Resources

About