Language development, delay and intervention-the views of parents from communities that speech and language therapy managers in England consider to be under-served

Marshall, Julie; Harding, Sam; Roulstone, Sue

doi:10.1111/1460-6984.12288

Cited by 20 publications

(24 citation statements)

References 25 publications

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“…In order to create mutual understanding about the parents’ and SLTs’ roles, SLTs should invest in talking more about parents’ central role during the initial consultation and during intervention (Marshall et al . , Goodhue et al . ).…”

Section: Discussionmentioning

confidence: 99%

“…Conversely, Marshall et al . () found that parents did not express guilt or a sense that it was their fault. Parents need to be confident in their abilities in order to engage fully in therapy (Hibbard and Gilburt , Joseph‐Williams et al .…”

Section: Discussionmentioning

confidence: 99%

“…How people think about language development also differs between cultures (van Kleeck ), and according to Marshall et al . (, ), views of parents and SLTs can differ within apparently similar groups. For instance, Marshall et al .…”

Section: Introductionmentioning

confidence: 99%

“…Parental beliefs about their child's illness seem to influence the choices parents make in therapy (Al Anbar et al 2010, Shanley andReid 2014). How people think about language development also differs between cultures (van Kleeck 1994), and according to Marshall et al (2007Marshall et al ( , 2017, views of parents and SLTs can differ within apparently similar groups. For instance, Marshall et al (2007) noted both consensus and difference within and between SLTs and parents.…”

Section: Introductionmentioning

confidence: 99%

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Speech and language therapists’ views on parents’ engagement in Parent–Child Interaction Therapy (PCIT)

Klatte

Harding

Roulstone

2019

Intl J Lang & Comm Disor

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Background Parents’ play an essential role in Parent–Child Interaction Therapy (PCIT) as the primary agent of intervention with their child. Unfortunately, speech and language therapists (SLTs) report that parents’ engagement is challenging when conducting PCIT. Although focusing on and stimulating the engagement of parents, when needed, can increase the success of PCIT, little is known about what factors influence parent engagement. Aims To explore SLTs’ views about the factors that facilitate or pose barriers to parents’ engagement in PCIT. Methods & Procedures A secondary analysis of 10 interview transcripts about SLTs’ views on delivering PCIT with parents of children with developmental language disorder (DLD) was conducted. Codes from the original analysis where checked for their relevance to parents’ engagement by the first author. Potential themes were identified iteratively with all authors. Outcomes & Results Four themes were identified in the SLTs’ description of their experiences with the engagement of parents: mutual understanding, creating a constructive relationship between the SLT and parent, parental empowerment, and barriers. It became clear that SLTs were focusing on different aspects of engagement. Conclusions & Implications This study makes an initial contribution to our understanding of SLTs’ view of parents’ engagement and about what stimulates parent engagement or effects disengagement. SLTs play an important role in supporting parents to engage and stay engaged with therapy. Training SLTs on how best to engage parents, focusing on mutual understanding, creating constructive relationships between the SLT and parent, parental empowerment, and barriers, is necessary. However, more research is needed on how to train relevant skills in SLTs. Clearer definitions of engagement would improve understanding and judgements about how best to support parents.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Speech and language therapists’ views on parents’ engagement in Parent–Child Interaction Therapy (PCIT)

Klatte

Harding

Roulstone

2019

Intl J Lang & Comm Disor

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“…Traditionally, the perspectives of children regarding the services and care they receive were frequently provided by their parents, carers or indeed professionals (Roulstone & McLeod, ). This practice has been challenged by international policy (World Health Organization, ), and researchers and practitioners (Coad & Hambly, ; Horne et al, ; Marshall et al, ). More recently in the United Kingdom, professionals are now required to take account of children and young people's views (Gov.uk, ; Gov.uk, ).…”

Section: Introductionmentioning

confidence: 99%

Perspectives of preschool children in England with speech and language needs in the development of evidence‐based activities

Coad

Harding

Hambly³

et al. 2020

Child

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Background The existing evidence is limited in terms of perspectives of preschool children with speech and language needs and their views on activities used to support their needs. This paper discusses a stream of work from the interdisciplinary research programme known as “Child Talk,” based in England, UK. The overall purpose of this work stream was to gain the perspectives of preschool children aged 2 to 5 years and 11 months, with speech and language needs, to use in the development of an evidence‐based framework of activities. Methods Twenty‐four preschool children with a variety of needs from diverse backgrounds took part. An observational methodology was used to capture children's experiences. Children were filmed during a series of sessions, with innovative head‐mounted cameras worn by the children and supported by researcher field notes. Framework analysis was used to analyse the data based on the body movement, vocalization, and visual attention of the children during these sessions. Results and Conclusions Results included that children expressed enjoyment and engagement in the activities. The children expressed themselves and demonstrated their focus “multimodally” through combinations of body language, vocalization, and visual attention. These modalities were present across all contexts and children. It highlights the importance of encouraging participation in preschool children and consequently this innovative piece of work has national and international importance.

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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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Language development, delay and intervention-the views of parents from communities that speech and language therapy managers in England consider to be under-served

Cited by 20 publications

References 25 publications

Speech and language therapists’ views on parents’ engagement in Parent–Child Interaction Therapy (PCIT)

Speech and language therapists’ views on parents’ engagement in Parent–Child Interaction Therapy (PCIT)

Perspectives of preschool children in England with speech and language needs in the development of evidence‐based activities

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

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