‘Just wait then and see what he does’: a speech act analysis of healthcare professionals’ interaction coaching with parents of children with autism spectrum disorders

Abstract

The study provides an insight into the nature of interaction coaching provided by healthcare professionals during a parent training programme. It identifies the types of language used during interaction coaching. It also highlights additional important aspects of interaction coaching such as the ability of healthcare professionals to adjust the directness of the coaching in order to achieve the intended parental response to the child's interaction. The findings may be used to increase the awareness of healthcare professionals about the types of speech acts used during interaction coaching as well as the manner in which coaching sessions are conducted.

Relaciones familiares entre padres e hijos/as con trastorno de espectro autista (TEA) a través del juego como actividad principal en la intervención de Terapia Ocupacional: Estudio de casos, en colegios de la comuna de Maipú (RM. Chile)

“…En oposición a los estudios ya referenciados con anterioridad (Vernon, Koegel, Dauterman, & Stolen, 2012;Beaudoin, Sébire, & Couture, 2014;McKnight, O'Malley-Keighran, & Carroll, 2016;Zlomke, Jeter, & Murphy, 2017) , desde este estudio, se observa un cambio en el foco de la investigación, ya que no se pretende establecer un programa educativo hacia los padres, sino explorar y reconocer las relaciones entre familia y niño con TEa, los cambios y modificaciones en las relaciones establecidas entre ambos, mediante el juego como actividad principal en la intervención de Terapia Ocupacional.…”

“…En mucho de los estudios existentes (Vernon, Koegel, Dauterman, & Stolen, 2012;Beaudoin, Sébire, & Couture, 2014;McKnight, O'Malley-Keighran, & Carroll, 2016;Zlomke, Jeter, & Murphy, 2017) se elabora un programa que procura enseñar a los padres cómo interactuar y comunicarse con sus niños pequeños con TEa a través de intervenciones de capacitación de padres y que podrían promover el desarrollo de las habilidades sociocomunicativas de sus hijos. (Beaudoin, Sébire & Couture, 2014).…”

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

“…As interest in the nature of coaching emerges in speech and language therapy (McKnight et al . ), conceptual change theory could offer a valuable theoretical base for formulating how roles are understood, with implications for both pre‐registration and postgraduate professional development.…”

“…We know from conceptual change theory (Vosniadou 2013) that conceptions can be resistant to change, especially when framed in a world of experience that confirms a particular set of conceptions. As interest in the nature of coaching emerges in speech and language therapy (McKnight et al 2016), conceptual change theory could offer a valuable theoretical base for formulating how roles are understood, with implications for both pre-registration and postgraduate professional development.…”

Getting Ready Strategies for Promoting Parent–Professional Relationships and Parent–Child Interactions

“…Embedding key interaction strategies within a collaborative problem-solving process is not always easy, but can advance parent–professional relationships and afford parents the opportunity to share ownership for their children’s education, development, and overall success (Knoche, Marvin, & Sheridan, 2015; McKnight, O’Malley-Keighran, & Carroll, 2016; Moody, Baker, & Blacher, 2018; Sheridan, Holmes, Smith, & Moen, 2015; Sheridan, Moen, & Knoche, 2017). Parents and professionals who engage in positive interactions often engage in shared observations, goal setting, and decision making that can significantly influence the possibility of positive outcomes for children (Boyce et al, 2017; Roggman, Boyce, & Innocetti, 2008; Sheridan & Kratochwill, 2008).…”