在言语和语言治疗中与DLD儿童的父母合作：确定荷兰言语和语言治疗师加强实践的障碍

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities Pub Date : 2024-11-27 DOI:10.1016/j.ridd.2024.104882

Inge Klatte , Stefan Elbers , Manon Bloemen , Anita van Essen , Annemieke de Groot , Marjolijn Ketelaar , Rosa de Vries , Rob Zwitserlood , Ellen Gerrits

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引用次数: 0

摘要

语言治疗师（SLTs）和家长之间的合作被认为是治疗发育障碍儿童的最佳实践。然而，在荷兰，这种合作方法尚未在儿童发育性语言障碍（DLD）的治疗中实施。提高荷兰特殊教育教师与家长的合作，需要深入了解影响特殊教育教师与家长合作方式的因素。目的探讨荷兰教师的具体信念，这些信念会影响他们如何与DLD儿童的父母合作。方法和步骤我们进行了三个在线焦点小组，有17名学生，使用反思工具和虚构的父母例子来提示他们在特定情况下的想法、感受和行动。使用理论领域框架（TDF）组织数据。结果和结果我们在9个TDF领域确定了34个特定的信念，关于slt如何与患有DLD的儿童的父母合作。结果表明，在如何支持自己与父母合作的问题上，辅导教师持有信念，但在与父母合作的具体信念上存在冲突。后者涉及特殊语言教师对其职业角色和身份的看法、对待父母的态度以及与父母合作的信心和能力。结论和启示青少年持有特定的信念，这些信念可能会阻碍他们与父母合作。应当结合实施科学和行为改变科学制定适当的干预措施。

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Collaborative working with Parents of Children with DLD in Speech and Language Therapy: Identifying Dutch Speech and Language Therapists’ barriers to enhancing practice

Background

Collaboration between Speech and Language Therapists (SLTs) and parents is considered best practice for children with developmental disorders. However, such collaborative approach is not yet implemented in therapy for children with developmental language disorders (DLD) in the Netherlands. Improving Dutch SLTs’ collaboration with parents requires insight in factors that influence the way SLTs work with parents.

Aims

To explore the specific beliefs of Dutch SLTs that influence how they collaborate with parents of children with DLD.

Methods and procedures

We conducted three online focus groups with 17 SLTs using a reflection tool and fictional examples of parents to prompt their thoughts, feelings and actions on specific scenarios. Data were organised using the Theoretical Domains Framework (TDF).

Outcomes and results

We identified 34 specific beliefs across nine TDF domains on how SLTs collaborate with parents of children with DLD. The results indicate that SLTs hold beliefs on how to support SLTs in collaborating with parents but also conflicting specific beliefs regarding collaborative work with parents. The latter relate to SLTs’ perspectives on their professional role and identity, their approach towards parents, and their confidence and competence in working collaboratively with parents.

Conclusions and implications

SLTs hold specific beliefs that potentially hinder them from working collaboratively with parents. Appropriate interventions should be developed by combining implementation science and behaviour change science.

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来源期刊

Research in Developmental Disabilities Multiple-

CiteScore

5.50

自引率

6.50%

发文量

178

期刊介绍： Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.