Australian parents’ experiences of speech generating device (SGD) service delivery

Anderson, Kate; Balandin, Susan; Stancliffe, Roger J.

doi:10.3109/17518423.2013.857735

Cited by 42 publications

(39 citation statements)

References 33 publications

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“…Moreover, training in using the technology has been shown to positively affect the outcomes of the service delivery process for AT users [6,11] and to support more individually appropriate choices of the technology [12]. Such findings confirm that taking a client-centred approach in the service delivery process is important to satisfy AT users [6,11,[13][14][15][16].…”

Section: Introductionmentioning

confidence: 78%

“…Instead, different actors-the municipality, the Assistive Technology Centre, and suppliers-all with different interests take responsibility for different steps of the service delivery process. In that case, research has shown that a prerequisite for a client-centred approach is teamwork, described as collaboration by team members within and across clients, caregivers, therapists, and organisations [14]. When roles and responsibilities are unclear in that approach, the process becomes needlessly complex, complicates the accessibility of information, and lessens control over the process, especially for users [6,12,17,19].…”

Section: Discussionmentioning

confidence: 99%

“…Testing is thus not only important to forecasting the outcomes of assistive activity technology but also for its effective implementation in terms of delivery, fitting, and training [30]. After testing, follow-up becomes another vital aspect of any successful service delivery process [5,14,20,21]. Social constructionism stresses the importance of historical and structural aspects in how social phenomena are understood [34,35].…”

Section: Information Transmission and Informing Usersmentioning

confidence: 99%

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“You have to argue the right way”: user involvement in the service delivery process for assistive activity technology

Pedersen

Kermit

Söderström

2020

Disability and Rehabilitation: Assistive Technology

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Purpose: This article critically examines user-involvement in the service delivery process for assistive activity technology. Methodology: Data were collected in semi-structured interviews with 44 end users of assistive activity technology and in focus group interviews with 11 professionals at Norway's Assistive Technology Centre. Data was analysed according to a stepwise deductive-inductive approach. Findings: Flawed organisational principles like division of responsibility, unclear regulations, and a lack of competence with assistive activity technology among service professionals have hindered user involvement in the service delivery process. Conclusion: A missing knowledge of assistive activity technology among professionals and the current organisation of services creates barriers for a positive collaboration with users in the service delivery process of assistive activity technology. ä IMPLICATIONS FOR REHABILITATIONThe spread of information among users and courses for professionals should be expanded to ensure the necessary competence with assistive activity technology within the service delivery process. In developing the service delivery process for assistive activity technology, professionals should act less as guardians of traditional functional requirements and more as active providers of different technological solutions. The service delivery process for assistive activity technology should allow long-term testing to identify relevant social and physical factors affecting the use of this type of technology, before delivery. Guarantees and complaint systems should be established in the service delivery process for assistive activity technology. ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 78%

Section: Discussionmentioning

confidence: 99%

Section: Information Transmission and Informing Usersmentioning

confidence: 99%

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“You have to argue the right way”: user involvement in the service delivery process for assistive activity technology

Pedersen

Kermit

Söderström

2020

Disability and Rehabilitation: Assistive Technology

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“…This expectation is supported by Anderson, Balandin, and Stancliffe (2014), who reported that despite their frustrations, not all parents were willing to voice their concerns about the AAC service they received. In addition, parents reported the importance of well-established formal and informal support systems when AAC is introduced (Lindsay, 2010;Lund & Light, 2006).…”

Section: Stakeholder Experiences With Aacmentioning

confidence: 97%

“…Parents reported linking themselves with various online networks for resources and support, however SLPs questioned the appropriateness and implementation of the acquired resources (Anderson et al, 2015). Furthermore, Anderson et al (2014) described the impact of policy barriers to accessing AAC services, including age or eligibility restrictions, and single-service exclusion policies. Inappropriate access to services was extremely detrimental, with three of the six parents interviewed reporting the abandonment of high-tech AAC devices due to the absence of frequent professional guidance and encouragement.…”

Section: Stakeholder Experiences With Aacmentioning

confidence: 99%

Understanding the rejection and abandonment of augmentative and alternative communication systems by parents of children with complex communication needs

Moorcroft¹

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Children with a severe communication disability who are unable to use speech for everyday communication are said to have complex communication needs. This disability may be due to physical, psychological, and/or cognitive impairments; and commonly results in a variety of activity limitations and participation restrictions. Augmentative and alternative communication (AAC) systems are often introduced to these children by speech-language pathologists (SLPs). When embraced by the child's parents and modelled in a variety of environments, AAC can result in significant benefits for the child's communication and quality of life. Many parents however reject the idea of AAC from the outset or attempt and later abandon use of the system, thus impacting their child's communication development and success. Despite the implications of AAC rejection and abandonment, this phenomenon has seldom been explored in the literature. Therefore, the series of studies described in this thesis sought to understand why parents of children with complex communication needs may reject or abandon the AAC system introduced to their child. This objective was achieved via a systematic review, three qualitative descriptive studies, and a correlational quantitative investigation. The systematic review aimed to synthesise the barriers and facilitators to the provision and use of low-tech and unaided AAC systems. Relevant literature was identified via a systematic search strategy and qualitative framework analysis was then completed with reference to the International Classification of Functioning, Disability, and Health (ICF). Most barriers and facilitators were coded as contextual factors (i.e., environmental and personal factors) within the ICF. Of most prominence were environmental factors including the attitudes and supports of professionals, family members, and society at large. For example, both parents and SLPs held misconceptions about AAC and lacked time to support the implementation of an AAC system. Additional environmental factors related to the AAC I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.

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Parent Engagement in Child-Focused Interventions: A Systematised Review of Qualitative Allied Health Literature

Burney,

McCann,

Arnold-Saritepe

2024

Child Youth Care Forum

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Background Parent engagement in child-focused interventions is increasingly recognised as an important aspect of effective intervention delivery. While several fields have an emerging literature around parent engagement, no reviews currently exist which combine findings across allied health literatures. Objective This review aimed to explore factors relevant to understanding parent engagement in child-focused interventions, as described in qualitative literature across allied health disciplines, toward informing the clinical practice of helping professionals in effectively engaging parents. Methods A systematised qualitative literature review was carried out, with a comprehensive search of five online databases (CINAHL, Embase, MEDLINE, PsycINFO, Scopus) for allied health literature (specifically: behaviour analysis, occupational therapy, psychology, and speech-language therapy) using parent engagement key words. Reference searching and citation tracking steps supported the search. Thematic synthesis was used as the overarching framework and analysis approach. Results 8824 unique studies were generated in the search. Of the 71 studies which met inclusion criteria, 38 reported qualitative findings and were included in the analysis. Five themes were identified including: societal context, interpersonal context, clinician features, family features, and relationship as engagement. Conclusions Findings support conceptual explanations of parent engagement as a complex and dynamic process, emphasising the joint contributions of parents and clinicians in developing therapeutic relationships which promote engagement. Across allied health research there are consistency of understandings around parent engagement, supporting the conclusion that clinicians can look to literatures from various helping fields to inform clinical practice around engaging parents in interventions.

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Australian parents’ experiences of speech generating device (SGD) service delivery

Abstract: Having an SGD at home generates ongoing support needs, which had not been well met for some parents in our study. Results suggest that timely, well coordinated and family-centred support may enhance service experience for families with a new device.

Cited by 42 publications

References 33 publications

“You have to argue the right way”: user involvement in the service delivery process for assistive activity technology

“You have to argue the right way”: user involvement in the service delivery process for assistive activity technology

Understanding the rejection and abandonment of augmentative and alternative communication systems by parents of children with complex communication needs

Parent Engagement in Child-Focused Interventions: A Systematised Review of Qualitative Allied Health Literature

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