CanChild Centre for Childhood Disability Research, McMaster University, Hamilton, Canada.
Department of Pediatrics, McMaster University, Hamilton, Canada.
Disabil Rehabil. 2024 Apr;46(8):1547-1558. doi: 10.1080/09638288.2023.2201509. Epub 2023 Apr 20.
Current service models in childhood rehabilitation promote the active participation of parents/caregivers in their children's therapies. The existing literature provides a limited understanding of the tasks and responsibilities parents undertake in their children's therapies, especially over telepractice. This study describes the tasks undertaken by parents in their children's speech therapy delivered virtually during the COVID-19 pandemic.
A qualitative descriptive study was conducted with parents and speech-language pathologists, using open-ended interviews. Interviews were analyzed using a combination qualitative content analysis and thematic analysis.
Parents performed many tasks to enable telepractice. These tasks happened before (e.g., setting up both physical and virtual space for therapy), during (e.g., managing child's behavior), and after the virtual therapy session (e.g., carrying out home practice). While parents were willing to perform these tasks in order to help their children, some expressed the toll that it can take on them.
Compared to what is known from in-person visits, some of these tasks were novel and unique to telepractice. We recommend that clinicians and parents collaboratively decide on tasks and responsibilities to avoid burdening parents, and that they weigh the costs associated with performing these tasks against the benefits of teletherapy.IMPLICATIONS FOR REHABILITATIONParents perform many tasks to support their children's therapies, both during and outside of therapy sessionsTherapies delivered virtually require parents to assume additional tasks to support their childrenFor services to be Family-Centered, tasks and responsibilities need to be decided collaboratively between parents and clinicians.
目前儿童康复服务模式提倡家长/照顾者积极参与孩子的治疗。现有文献对家长在孩子治疗中承担的任务和责任，尤其是远程治疗中的任务和责任，仅有有限的了解。本研究描述了在 COVID-19 大流行期间，通过虚拟方式进行的儿童言语治疗中家长承担的任务。
采用开放式访谈对家长和言语语言病理学家进行定性描述性研究。使用定性内容分析和主题分析相结合的方法对访谈进行分析。
家长为了进行远程治疗执行了许多任务。这些任务发生在治疗之前（例如，为治疗设置物理和虚拟空间）、治疗期间（例如，管理孩子的行为）以及虚拟治疗后（例如，进行家庭练习）。虽然家长愿意执行这些任务来帮助孩子，但一些家长表示这对他们来说是有压力的。
与亲身访问相比，其中一些任务是远程治疗特有的新任务。我们建议临床医生和家长共同决定任务和责任，以避免给家长带来负担，并权衡执行这些任务的成本与远程治疗的益处。
家长为支持孩子的治疗执行了许多任务，包括治疗期间和治疗之外的任务。虚拟治疗需要家长承担额外的任务来支持孩子。为了实现以家庭为中心的服务，任务和责任需要家长和临床医生共同决定。
