A Systematic Review of Fidelity of Implementation in Parent-Mediated Early Communication Intervention

Abstract

This article examined the reporting of four elements of fidelity of implementation (FOI) in parent-mediated early communication treatment studies. Thirty-five studies were reviewed to extract information regarding reporting of dosage, adherence, quality, and participant responsiveness for both practitioners and parents involved in parent-delivered communication treatment for children birth to 6 years of age. Results indicate relatively low reporting practices across the four elements of FOI for both practitioners and parents. Most studies (71%) reported dosage at the practitioner level (e.g., number and length of parent-training sessions), while few studies (14%) reported dosage at the parent level (i.e., amount of intervention implemented by parents outside of treatment sessions). Results also found 60% of studies reported adherence for parent implementation, but only 34% of studies reported adherence for practitioners. Implications for low reporting in the research literature, as well as recommendations for future reporting and research on FOI, are provided.

Involvement of parents in intervention for childhood speech sound disorders: a review of the evidence

“…One, researchers could report more information regarding the fidelity of interventions (Kaderavek and Justice ). This is essential to understanding how different interventions affect child outcomes, and would ensure that interventions can be provided by SLTs not associated with the development of the intervention and by trained non‐experts, such as parents (Lieberman‐Betz ). Two, supplementary materials, such as videos, manuals and photographs could be provided to support knowledge translation and implementation of intervention by SLTs and parents (Hoffmann et al .…”

“…It is worth noting that the high percentage of parent‐delivered interventions for early language disorders found by Lieberman‐Betz () may reflect the environment in which the included research was conducted. In the United States, federal laws mandate family involvement in intervention services for young children aged 0–3; this suggests that clinicians and researchers may be more inclined to involve parents as the primary agents of intervention.…”

Parent-Implemented Communication Intervention

“…Parent-implemented interventions are triadic in that the interventionist, parent, and child have intersecting roles with reciprocal relationships (Brown & Woods, 2015;Lieberman-Betz, 2015;Roberts & Kaiser, 2011;Woods, 628200T ECXXX10.1177/0271121416628200Topics in Early Childhood Special EducationBrown and Woods Wilcox, Friedman, & Murch, 2011). The presupposition of using a triadic model is that the interventionist teaches parents to use strategies designed to promote their child's communication, the parents use the communication intervention strategies in interactions with their child, and the child responds within the interactions, which in turn improves the child's development.…”

SLTs’ conceptions about their own and parents’ roles during intervention with preschool children

“…However, there is variation in how, and how well, parents are involved in intervention (Falkus et al . , Klatte and Roulstone , Lieberman‐Betz , Sugden et al . , Watts Pappas and McLeod ).…”

“…In spite of this, a number of SLTs report that they routinely work with parents of pre-school children in order to achieve intervention goals (Roulstone et al 2012). However, there is variation in how, and how well, parents are involved in intervention (Falkus et al 2016, Klatte and Roulstone 2016, Lieberman-Betz 2015, Sugden et al 2016, Watts Pappas and McLeod 2009. From a parent's perspective, their conception of role as an intervener at the outset of speech and language therapy is limited and open to negotiation (Davies et al 2017).…”