School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.
Int J Speech Lang Pathol. 2023 Aug;25(4):630-643. doi: 10.1080/17549507.2022.2092211. Epub 2022 Jul 5.
There is growing emphasis on the importance of involving families in all aspects of the early speech-language pathology intervention process, however, both speech-language pathologists (SLPs) and families have reported that this can be challenging. To better understand how SLPs work together with families in intervention, this study aimed to (a) explore what SLPs do to support families to be actively involved in intervention, both inside and outside sessions, and (b) explore the perspectives of families regarding how SLPs supported their active involvement.
Video-reflexive ethnography (VRE) was used to explore engagement with 21 matched SLP-family dyads in early intervention services. Up to three intervention appointments for each participating family were video recorded. Short video segments were selected and played to participants in individual semi-structured interviews where participants were invited to reflect on the interactions captured (i.e. "video-reflexive sessions"). Interview data were analysed using template analysis.
Participants reported that SLPs supported families to be actively involved in sessions by (1) planning to involve families; (2) setting expectations; (3) modelling and teaching strategies; (4) inviting families to "have a go"; (5) providing feedback; and (6) problem solving together. Participants also reported that families were supported to be involved outside sessions when SLPs: (1) got them to practice in sessions; (2) made home practice achievable and provided resources; (3) asked about home practice; (4) linked home practice to progress; and (5) helped other family members get involved.
The results of this study provide an explicit understanding of how SLPs can support families to take an active role in early intervention, and support the importance of a reflective and individualised approach to supporting engagement.
越来越强调让家庭参与早期言语语言病理学干预过程的各个方面，然而言语语言病理学家（SLP）和家庭都报告说这可能具有挑战性。为了更好地了解 SLP 如何在干预中与家庭合作，本研究旨在：（a）探索 SLP 做了什么来支持家庭在会话内外积极参与干预；（b）探讨家庭对 SLP 如何支持他们积极参与的看法。
视频反思民族志（VRE）用于探索 21 对匹配的 SLP-家庭在早期干预服务中的参与情况。为每个参与家庭录制了多达三个干预预约的视频。选择并播放了短的视频片段，邀请参与者参加个人半结构化访谈，在访谈中，参与者被邀请反思捕捉到的互动（即“视频反思会议”）。使用模板分析对访谈数据进行分析。
参与者报告说，SLP 通过以下方式支持家庭在会话中积极参与：（1）计划让家庭参与；（2）设定期望；（3）示范和教授策略；（4）邀请家庭“尝试”；（5）提供反馈；（6）共同解决问题。参与者还报告说，当 SLP 让家庭在会话中练习、使家庭实践变得可行并提供资源、询问家庭实践情况、将家庭实践与进展联系起来以及帮助其他家庭成员参与时，家庭在会话之外也得到了支持。
本研究的结果提供了对 SLP 如何支持家庭在早期干预中发挥积极作用的明确理解，并支持了对支持参与的反思性和个性化方法的重要性。
