Merrick Rosalind, Roulstone Sue
University of the West of England, Bristol, UK.
Int J Speech Lang Pathol. 2011 Aug;13(4):281-90. doi: 10.3109/17549507.2011.577809.
Children have the right to express their views and influence decisions in matters that affect them. Yet decisions regarding speech-language pathology are often made on their behalf, and research into the perspectives of children who receive speech-language pathology intervention is currently limited. This paper reports a qualitative study which explored experiences of communication and of speech-language pathology from the perspectives of children with speech, language, and communication needs (SLCN). The aim was to explore their perspectives of communication, communication impairment, and assistance. Eleven school-children participated in the study, aged between 7-10 years. They were recruited through a speech-language pathology service in south west England, to include a range of ages and severity of difficulties. The study used open-ended interviews within which non-verbal activities such as drawing, taking photographs, and compiling a scrapbook were used to create a context for supported conversations. Findings were analysed according to the principles of grounded theory. Three ways of talking about communication emerged. These were in terms of impairment, learning, and behaviour. Findings offer insight into dialogue between children with SLCN and adults; the way communication is talked about has implications for children's view of themselves, their skills, and their participation.
儿童有权表达自己的观点，并在影响他们的事务中影响决策。然而，关于言语语言病理学的决策往往是为他们做出的，目前对接受言语语言病理学干预的儿童的观点的研究有限。本文报告了一项定性研究，该研究从有言语、语言和沟通需求（SLCN）的儿童的角度探讨了沟通和言语语言病理学的经历。目的是探讨他们对沟通、沟通障碍和帮助的看法。11名学童参与了该研究，年龄在7至10岁之间。他们是通过英格兰西南部的一项言语语言病理学服务招募的，以涵盖不同年龄和困难程度。该研究使用了开放式访谈，其中绘画、拍照和编制剪贴簿等非语言活动被用来为有支持的对话创造背景。研究结果根据扎根理论的原则进行了分析。出现了三种谈论沟通的方式。这些是关于障碍、学习和行为方面的。研究结果为深入了解有SLCN的儿童与成年人之间的对话提供了见解；谈论沟通的方式对儿童对自己、他们的技能和他们的参与的看法有影响。
