School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.
Int J Speech Lang Pathol. 2021 Jun;23(3):236-246. doi: 10.1080/17549507.2020.1784279. Epub 2020 Jul 14.
To build a description of what engagement in early speech-language pathology intervention looks like, by exploring speech-language pathologists' (SLPs) perceptions of (1) what characteristics best describe families who are "engaged" in early speech-language pathology intervention and (2) which characteristics are most important for engagement.
Group concept mapping, a participatory mixed-methods research approach, was used to represent the perspectives of Australian SLPs working with children aged 0-8 years and their families in early intervention. Using Concept Systems software, participants: (1) brainstormed responses to a focus question ( = 58); (2) grouped statements into categories ( = 34); and (3) rated the importance of each statement ( = 29).
SLPs identified 108 characteristics of engagement in early speech-language pathology intervention, which were grouped into seven key concepts: (1) the family is reliable and ready for therapy; (2) the family has an open, honest relationship with the SLP; (3) the family actively participates and takes initiative; (4) the family works in partnership to plan and set goals together; (5) the family sees and celebrates progress; (6) the family invests in intervention at home; and (7) the family understands intervention and advocates for their child. All aspects of engagement were considered important by participants, with the family-SLP relationship and families continuing to invest in intervention at home being rated most highly.
Results present a picture of engagement which has been informed by stakeholders, and which goes beyond aspects of engagement which have previously been identified in the literature. Families who are engaged in early speech-language pathology intervention are actively invested and involved in intervention in various ways, both inside and outside the clinic room.
通过探讨言语治疗师（SLP）对以下两个问题的看法，构建一个关于早期言语病理学干预中参与度的描述：（1） 哪些特征最能描述“参与”早期言语病理学干预的家庭；（2） 哪些特征对参与度最重要。
采用团体概念映射法，这是一种参与式混合方法研究方法，用于代表澳大利亚从事 0-8 岁儿童及其家庭早期干预的 SLP 的观点。参与者使用 Concept Systems 软件：（1） 针对一个焦点问题进行头脑风暴（ = 58）；（2） 将陈述分类（ = 34）；（3） 对每条陈述的重要性进行评分（ = 29）。
SLP 确定了 108 个早期言语病理学干预参与度的特征，这些特征被分为七个关键概念：（1） 家庭是可靠的，准备好接受治疗；（2） 家庭与 SLP 建立了开放、诚实的关系；（3） 家庭积极参与并主动采取行动；（4） 家庭共同合作，一起计划和设定目标；（5） 家庭看到并庆祝进步；（6） 家庭在家中投入干预；（7） 家庭理解干预并为其孩子争取权益。所有参与度的方面都被参与者认为很重要，家庭-言语治疗师关系以及家庭继续在家中投入干预被评为最重要的方面。
研究结果描绘了一幅由利益相关者提供信息的参与画面，超越了之前文献中确定的参与度方面。积极参与并以各种方式投入早期言语病理学干预的家庭，无论是在诊室外还是在诊室内。
