Common and distinct components of communication partner training programmes in stroke, traumatic brain injury and dementia

Abstract

BackgroundCommunication partner training (CPT) programmes for health and care staff working with people with the neurologically based communication disorders associated with stroke, traumatic brain injury (TBI) and dementia are efficacious in improving communication. However, current programmes are lengthy and disorder specific, and therefore may not be suitable as staff training tools in environments with people with multiple communication disorders, and services with a variety of neurological populations.AimsTo identify common and distinct components of CPT programmes for stroke, TBI and dementia in order to determine whether there are common delivery methods and content that can be consolidated to improve implementation of CPT in health and care services.Methods & ProceduresA qualitative enquiry was used. Four CPT programmes targeting three disorders were identified from systematic reviews and literature searches. Programme data were recorded onto data sheets from manuals, study articles and supplementary materials, and were categorized using the Intervention Taxonomy (ITAX). Content analysis and elements of constant comparative analysis were employed to analyse the CPT programmes.Outcomes & ResultsDelivery characteristics were similar across all four programmes. All were delivered face to face in either group or individual contexts. However, duration varied from 1 to 35 h. Six of the 12 categories of information provided were common across all programmes, including ‘strategy’ ‘background to disorder’, ‘information about communication’, ‘information about program’, ‘negative behaviours to avoid’ and ‘purpose of program’. Programmes differed in the types of skill‐building techniques used, with the most common being videos (3/4 programmes), discussions (2/4 programmes) and trainer demonstrations (2/4 programmes). While strategies provided to trained partners targeted similar domains of communication, only 3/96 individual strategies were common to all programmes.Conclusions & ImplicationsThere are both common and distinct components in content and delivery methods across CPT programmes. Further research is needed to evaluate the distinct components of the programmes, to determine which individual strategies are efficacious, and which approach to skill‐building techniques is most effective. The present study has contributed a comprehensive list of programme components, which can form a basis for describing and refining CPT programmes in future.

A survey of cognitive–communication difficulties following TBI: are families receiving the training and support they need?

“…This demonstrates that CPT is not only beneficial for TBI survivors but also is a key need identified by families so should be a central part of any TBI rehabilitation programme for CCD (Togher et al 2014). Although training in how to change unhelpful communication styles was identified as a core element in CPT programmes (O'Rourke et al 2018), participants in this study rated this area as less important than training for helpful strategies. Involving individuals following TBI and their families in the content and design of future CPT programmes will ensure the needs of all parties are met.…”

“…CPT programmes across different conditions contain several common core elements, including information about communication changes, positive strategies and negative behaviours to avoid (O'Rourke et al 2018). However, few studies have directly involved family members in programme design, or sought their opinion about what information and training would best meet their needs.…”

Communication partner training in traumatic brain injury: a UK survey of Speech and Language Therapists’ clinical practice

“…It may be related to the practical constraints of a clinical service; or it may link to therapists individualising programmes to accommodate a range of impairments. As a result, it leads to considerable variability in the amount of information given (57) and raises concerns about training effectiveness. The limited dose of training was consistent with reports elsewhere (32).…”

A pilot randomized controlled trial comparing online versus face‐to‐face delivery of an aphasia communication partner training program for student healthcare professionals

“…Therefore, the training was predominantly didactic but included reflective questioning and passive skill building to support learning (O'Rourke et al . 2018). No handouts or manuals were provided to participants, and no peer discussion took place.…”