Collaboration: How does it work according to therapists and parents of young children? A systematic review

Klatte, Inge S.; Ketelaar, Marjolijn; de Groot, Annemieke; Bloemen, Manon; Gerrits, Ellen

doi:10.1111/cch.13167

Cited by 14 publications

(4 citation statements)

References 48 publications

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“…Our findings show that the needs of parents of young children with DLD regarding collaboration are in line with described strategies about how therapists can collaborate with parents of young children with developmental disorders (Klatte et al., 2023). These strategies focus for example on empowering parents to become a collaborative partner by ensuring parents’ understanding of the therapy process and diagnosis, giving parents emotional support and giving parents the ability and opportunity to bring up things and ask questions.…”

Section: Clinical Implications and Future Directionssupporting

confidence: 86%

“…In a systematic review based on studies focusing on parental and therapists’ perspectives on collaboration, we formulated explicit strategies for therapists to ensure collaborative working with parents (Klatte et al, 2023). The strategies are organised into five clusters: (1) continuously invest time in your collaboration with parents, (2) be aware of your important role in the collaboration with parents, (3) tailor your approach, (4) get to know the family and (5) empower parents to become a collaborative partner.…”

Section: Introductionmentioning

confidence: 99%

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Collaborative working in speech and language therapy for children with DLD—What are parents’ needs?

Klatte,

Bloemen,

de Groot

et al. 2023

Intl J Lang & Comm Disor

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BackgroundCollaborative practice between therapists and parents is a key element of family‐centred care and is essential if we want to address family priorities and needs in interventions. However, collaborative practice is challenging for speech and language therapists (SLTs) and parents. To facilitate collaboration, collaborative practices need to be implemented into speech and language therapy for young children with developmental language disorders (DLD) and their families. Actual change and implementation of collaboration in practice will be successful only when it corresponds with patients’ needs, in our case the needs of parents of young children with DLD.AimsTo explore parents’ needs in their collaboration with SLTs during therapy for their young child with DLD.Methods & ProceduresParents of children with (a risk of) DLD in the age of 2–6 years were eligible for participation. We recruited parents via SLTs. Twelve parents of children with DLD participated in semi‐structured interviews about their needs in collaboration with SLTs. We used a phenomenological approach focusing on parents’ lived experiences. We transcribed the interviews verbatim. All interviews were read/listened to and discussed by our parent panel, multiple researchers and the interviewer. Two researchers independently analysed the data using the reflective thematic analysis of Braun and Clarke.Outcomes & ResultsThe analysis of the interviews resulted in six themes: (1) knowing what to expect, (2) knowing how to contribute, (3) feeling capable of supporting the child, (4) trusting the therapist, (5) alignment with parents and children's needs, preferences and priorities and (6) time and space for asking questions and sharing information.Conclusions & ImplicationsParents want SLTs to invest time in collaborating with them. Parents need SLTs to empower them to become a collaborative partner and enable them to support their child in daily life. Parents need knowledge about the therapy process and diagnosis and skills in how to support their child's language development. Also, they need emotional support to feel secure enough to support their child, to ask questions to therapists and to bring up their own thoughts and opinions in therapy. Parents’ needs are in line with collaborative working as described in literature, which underlines the importance of implementing collaborative working in speech and language therapy for young children with DLD.WHAT THIS PAPER ADDSWhat is already known on the subject Several reviews have explored parents’ perspectives on speech and language therapy. Results reveal parents’ experiences with speech and language therapy in general, and parents’ perspectives on specific topics such as shared decision‐making and parents/therapists roles in therapy.What this study adds This study adds insights into parents’ needs to ensure collaboration with speech and language therapists (SLTs). Parents of young children with developmental language disorders (DLD) need SLTs to invest time to create optimal collaboration. It is important for parents to have enough knowledge about DLD and the SLT process, skills and confidence in how to support their child and opportunities to share thoughts and questions with SLTs. Our results underline the importance of parents being empowered by SLTs to become a collaborative partner.What are the clinical implications of this work? When children are referred to speech and language therapy, parents often venture into an unknown journey. They need support from SLTs to become a collaborative partner in speech and language therapy. Parents need SLTs to invest time in sharing knowledge, skills and power and align therapy to parents’ and child's needs, preferences, priorities and expectations.

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Section: Clinical Implications and Future Directionssupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Collaborative working in speech and language therapy for children with DLD—What are parents’ needs?

Klatte,

Bloemen,

de Groot

et al. 2023

Intl J Lang & Comm Disor

Self Cite

View full text Add to dashboard Cite

show abstract

“…As a result of moving towards more family-centric delivery of services to children with disabilities, existing research encourages professionals to maintain good relationships with parents [20]. Contemporary approaches seek to enable families to manage and receive the resources they need instead of waiting for these to be provided [21]. In order for such approaches to be successful, parents of children with disabilities must be active participants in the educational process, which is referred to as Parental Involvement (hereafter abbreviated to "PI") [20,22,23].…”

Section: Parental Involvement In Educating Children With Disabilitiesmentioning

confidence: 99%

Special Education Teachers’ Perceptions of Parental Involvement in Inclusive Education

Hyassat,

Al-Bakar,

Al-Makahleh

et al. 2024

Education Sciences

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(1) Background: It is widely agreed that mutual partnerships between school staff and parents of students are key to creating robust frameworks of inclusive education for students with disabilities. This study explores special education teachers’ perceptions of involving parents of students with disabilities in mainstream schools in Jordan. (2) Methods: This research employs a descriptive quantitative method in the form of a Google-Forms-based online questionnaire with closed-ended questions. (3) Results: The findings indicate that parents were moderately involved in the education of their disabled children; that these parents perceived teachers and school principal to be instrumental in encouraging their involvement in this respect; and that parents face many obstacles to such involvement in their children’s education. (4) Conclusions: The findings point to a need for policymakers to create legislation that enables and mandates the involvement of parents with children with disabilities in inclusive education settings in order to implement constructive models of parental involvement where parents can be treated as equal partners in the educational process.

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“…Boosting speech language practitioner-parent collaboration remains a key goal in the field. While we know a lot about how therapists understand parents' needs (Davies et al 2017;Klatte et al 2019), there is less information available on the flip side (Klatte et al 2023). Specifically, we lack data on parents' challenges navigating support services for their children with language disorders (Davies et al 2017).…”

Section: Introductionmentioning

confidence: 99%

Rearing a child with a language disorder: parents experiences with speech and language therapy services in 10 countries

Harding,

Kelić,

Ulfsdottir

et al. 2024

J Public Health (Berl.)

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Aim Collaboration between speech and language therapists and parents to help children with language disorders has always been important. The majority of published work is from the perspective of the therapist and what they think and feel parents need to help their children. However, less is known about (1) the processes parents try to access and receive services; (2) how they perceive the journey; and (3) what they think about the service provided to their child. This paper describes an exploration of how parents experience identification and access of services for their children living with language disorders. Subjects and methods Parents from ten countries, with a child who had received services for speech language disorder participated in semi-structured qualitative interviews. Thematic analysis was used to interpret the data. Results Two main themes were constructed: (1) Parental recognition of the need for services; and (2) difficulties accessing services. Parents detailed how they recognised that their children needed services and how they went about securing them. Parents recounted the process they undertook; from their initial concerns about their child’s development, the feelings this engendered, and how they tried to get support and treatment. Parents talked about the factors that made them decide they had to fight to gain access to services for their children. Conclusions Across countries, parents encounter similar experiences. The major obstacles identified by parents lead to the perception of delay in obtaining access to services. Identifying the services that children required was the first hurdle, even before getting a referral to them.

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Collaboration: How does it work according to therapists and parents of young children? A systematic review

Cited by 14 publications

References 48 publications

Collaborative working in speech and language therapy for children with DLD—What are parents’ needs?

Collaborative working in speech and language therapy for children with DLD—What are parents’ needs?

Special Education Teachers’ Perceptions of Parental Involvement in Inclusive Education

Rearing a child with a language disorder: parents experiences with speech and language therapy services in 10 countries

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