Teaching Active Listening Skills to Pre-Service Speech-Language Pathologists: A First Step in Supporting Collaboration With Parents of Young Children Who Require AAC

Thistle, Jennifer J.; McNaughton, David

doi:10.1044/2014_lshss-14-0001

Cited by 24 publications

(16 citation statements)

References 46 publications

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“…(1) the listener indicates their involvement via providing unconditional attention; (2) the listener paraphrases both the content and the feelings that they are hearing the speaker express to demonstrate their understanding; and (3) the listener asks questions to seek additional information from the speaker (Thistle & McNaughton, 2015). Active listening is considered a vital component of developing person-centred and collaborative relationships with clients (Bruder & Dunst, 2005).…”

Section: The Occupational Therapy Simulations For Learning Resourcementioning

confidence: 99%

Making it real: The development of a web-based simulated learning resource for occupational therapy students

Nicola‐Richmond

Watchorn

2018

AJET

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Equipping students with graduate attributes that ensure they are ready to work in complex health environments is highly important. Recently there has been increased use of simulation in health education to assist in the acquisition of graduate attributes, and to provide meaningful and authentic learning opportunities. The Deakin University Occupational Therapy program developed a unique web-based Occupational Therapy Simulations for Learning resource. This resource comprised 18 filmed scenarios that were previously non-existent or only available to students in written format. The scenarios depict people with a range of health conditions, mock graduate interviews, and occupational therapists conducting simulated clinical assessments and interventions. This study explored the effectiveness of the resource in the development of empathy, active listening, and information gathering skills. It also compared experiences of students and academics who had previously used written case studies. Survey results demonstrated statistically significant differences in relation to the realness of case studies, understanding how the client was feeling, development of empathy, clinical assessment skills, and the usefulness of the resource overall. This study demonstrates that the use of simulated case studies offers authentic learning for occupational therapy students and promotes development of key graduate attributes.

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Section: The Occupational Therapy Simulations For Learning Resourcementioning

confidence: 99%

Making it real: The development of a web-based simulated learning resource for occupational therapy students

Nicola‐Richmond

Watchorn

2018

AJET

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“…For example, although training on listening or conversational skills is an understudied topic and much of this work is inconclusive, a number of research findings suggest that such skills can be taught and learned. Active listening skills have been effectively taught to students and professionals in medicine [55], speech pathology [56], and early childhood education [57]. Similarly, instruction in conversational skills, communication skills, asking apt questions, and/or health coaching has succeeded in selected medical and dental school settings [58–60].…”

Section: Oral Health Behavior Changementioning

confidence: 99%

Advancing Health Promotion in Dentistry: Articulating an Integrative Approach to Coaching Oral Health Behavior Change in the Dental Setting

Vernon

Howard

2015

Curr Oral Health Rep

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Oral health is managed based on objective measures such as the presence and severity of dental caries and periodontal disease. In recent years, oral health researchers and practitioners have shown increasing interest in a widened array of physical, psychological, and social factors found to influence patients’ oral health. In this article, we introduce a behavior change coaching approach that can be used to enhance psychosocial diagnosis and client-centered delivery of health-promoting interventions. Briefly, this health coaching approach is based on an interactive assessment (both physical and psychological), a non-judgmental exploration of patients’ knowledge, attitudes, and beliefs, a mapping of patient behaviors that may contribute to disease progression, gauging patient motivation, and tailoring health communication to encourage health-promoting behavior change. Developed in a clinical setting, this coaching model is supported by interdisciplinary theory, research, and practice on health behavior change. We suggest that, with supervision, this coaching process may be learned.

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“…Furthermore, this thesis suggests that, in addition to training on the specifics of AAC assessment and intervention, SLP students receive more extensive training in the principles of counselling and family-centred practice. Thistle and McNaughton (2015) acknowledged that although SLPs are expected to have the skills needed for effective collaboration with parents, pre-service programs typically provide very little formal instruction to prepare students for this task. Instead, programs focus on the skills needed for direct assessment and intervention with the child (Geller & Foley, 2009) and as a result, both students (Scarinci, Rose, Cronan, & Lambertz, 2017) and practicing clinicians (Watts-Pappas, McLeod, McAllister, & McKinnon, 2008) feel that they are not adequately prepared to work with families.…”

Section: Training and Supervision For Slpsmentioning

confidence: 99%

“…Instead, programs focus on the skills needed for direct assessment and intervention with the child (Geller & Foley, 2009) and as a result, both students (Scarinci, Rose, Cronan, & Lambertz, 2017) and practicing clinicians (Watts-Pappas, McLeod, McAllister, & McKinnon, 2008) feel that they are not adequately prepared to work with families. In response to this instructional gap, Thistle and McNaughton (2015) provided SLP students with 90 minutes of instruction on an active listening strategy. The authors simulated a meeting with a parent of a child who uses AAC before and after the training had occurred, and students scored significantly higher on measures of active listening behaviour following the instruction.…”

Section: Training and Supervision For Slpsmentioning

confidence: 99%

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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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Teaching Active Listening Skills to Pre-Service Speech-Language Pathologists: A First Step in Supporting Collaboration With Parents of Young Children Who Require AAC

Abstract: The current study provides evidence of the effectiveness of strategy instruction in active listening skills that may be incorporated into SLP preparation programs.

Cited by 24 publications

References 46 publications

Making it real: The development of a web-based simulated learning resource for occupational therapy students

Making it real: The development of a web-based simulated learning resource for occupational therapy students

Advancing Health Promotion in Dentistry: Articulating an Integrative Approach to Coaching Oral Health Behavior Change in the Dental Setting

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

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