Working with the parents and families of children with developmental language disorders: An international perspective

Law, James; Levickis, Penny; Ortiz, Isabel de los Reyes Rodríguez; Matić, Ana; Lyons, Rena; Messarra, Camille; Hreich, Edith Kouba; Stankova, Margarita

doi:10.1016/j.jcomdis.2019.105922

Cited by 39 publications

(20 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Nevertheless, parents can change their perspectives, biases, and attitudes when they are included in the child's progress, as stated in a recent pre-experimental study on group-based and indirect therapy provided to children with developmental language disorder (DLD) (Matić et al, 2018). This implies that it is necessary to continuously work on promoting various models of speech and language therapy, especially those for which effectiveness has been confirmed (Law et al, 2017;Law et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Telepractice as a Reaction to the COVID-19 Crisis: Insights from Croatian SLP Settings

2020

Self Cite

View full text Add to dashboard Cite

Telepractice facilitates services in exceptional settings and situations. The ongoing COVID-19 pandemic is certainly such a situation. Due to pandemic-related restrictions, speech-language pathologists (SLPs) needed to adopt new approaches to their professional functioning. The aim of the paper is to examine SLP professionals’ perceptions and application of telepractice in SLP settings in Croatia during the COVID-19 pandemic. Two hundred and fifty-five SLPs completed an online survey. The results demonstrated that most SLPs had provided direct online therapy, mainly those employed in health care and private practice. The chief reasons for clients’ refusal of therapy delivered via telepractice included the lack of equipment, insufficient independence, and doubts on the effectiveness of telepractice. Although only 3% of SLPs had acquired some formal knowledge of telepractice before the pandemic, over 70% expressed satisfaction with telepractice because it allowed them to provide undisturbed clinical services in an exceptional situation.

show abstract

Section: Discussionmentioning

confidence: 99%

Telepractice as a Reaction to the COVID-19 Crisis: Insights from Croatian SLP Settings

2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…Parents who declined or did not complete intervention were excluded and might provide novel information. One father participated; reports from this study's participants and elsewhere (Law et al, 2019) indicate higher father participation rates in these interventions, suggesting future studies might seek more fathers' voices. As noted by Baxendale et al (2001), the intervention attended influences participants' views, so interventions not included in the sample also require investigation.…”

Section: Study Limitations and Possible Further Researchmentioning

confidence: 65%

“…Parent-focused intervention is an established approach used by speech and language therapists (SLTs) for addressing children's communication needs (Law et al, 2019;Roulstone et al, 2012b). Intervention aims include increasing parent's understanding of children's difficulties and reinforcing parental behaviours that support communication and communication development (Roulstone et al, 2015).…”

Section: Introduction 1 Parent-focused Interventionmentioning

confidence: 99%

Exploring parents’ experiences: Parent-focused intervention groups for communication needs

Harris

2021

Child Language Teaching and Therapy

View full text Add to dashboard Cite

Perceptions of a convenience sample of 10 parents (one father, nine mothers) who had completed one or more group-based, parent-focused interventions for their children’s communication needs were explored during semi-structured interviews. Nine different intervention groups (EarlyBird programmes, early communication skills training, or Makaton training) were discussed. Inductive and grounded theory approaches were used during thematic analysis to focus on parents’ priorities. Themes identified were: (1) intervention purposes, including initial session purposes; (2) groups as supportive/safe spaces; (3) personal change (behaviours and self-perception); (4) challenges of groups; (5) costs and benefits, including emotional costs. Parents supported previously reported findings about changes in knowledge, understanding, and perception of their role. Parents provided insights into how changes occurred, including helpful processes and professional strategies. They described emotional impacts of parent-focused intervention, particularly parental guilt. Participants perceived peer groups as contributing safe spaces and opportunities, but also challenges. Two parents experienced reduced benefits due to significant individual differences relating to their child’s more complex needs. Participants confirmed some speech and language therapists’ (SLTs’) perceptions about how interventions work and challenged others. Key findings were that (1) parents’ experiences during intervention facilitate personal change; (2) parents experience personal costs and benefits of intervention; (3) peer groups contribute to intervention effectiveness. These findings indicated that parents experience significant personal impacts from parent-focused intervention groups, and that groups provide a specific intervention type that differs from individual input. Clinical implications are that professionals need awareness of impacts on parents to support effective intervention and avoid harm; peer groups can facilitate learning and parental agency; dissimilarity to peers can make group intervention inappropriate. Study limitations included fewer perspectives from parents of children with primary communication needs. Further exploration of interventions’ emotional impacts, how group processes support parental confidence and agency, and effects of individual differences on suitability of group intervention are suggested.

show abstract

“…Teachers can arm parents with the required information, and parents with their support can construct positive behaviours and teach skills so that children know how to intervene when bullying occurs. However, according to Law, et al [24] there is a need for a better understanding of what teachers do when they involve parents and how well these interventions work in routine practice. This also has implications for applying evidence-based practice and the precise nature of the interventions employed (advice to parents, etc.…”

Section: Introductionmentioning

confidence: 99%

Against Cyberbullying Actions: An Italian Case Study

et al. 2021

View full text Add to dashboard Cite

The paper aimed to analyse cyberbullying knowledge and awareness among students, teachers, and parents of 22 Italian primary schools to extract elements to consider for defining successful cyberbullying prevention and management strategies in coherence with some sustainable development goals defined in the 2030 Agenda. Four different research questions have been addressed to analyse: what the level of cyberbullying diffusion is, its triggering factors, its knowledge and awareness, and how the problem is addressed. The study highlighted both the importance of adopting a collaborative perspective among the students, teachers and parents, and to prevent and solve cyberbullying problems stimulating a collective awareness about cyber safety in schools. Some generalisable lessons emerged from the study.

show abstract

Working with the parents and families of children with developmental language disorders: An international perspective

Cited by 39 publications

References 39 publications

Telepractice as a Reaction to the COVID-19 Crisis: Insights from Croatian SLP Settings

Telepractice as a Reaction to the COVID-19 Crisis: Insights from Croatian SLP Settings

Exploring parents’ experiences: Parent-focused intervention groups for communication needs

Against Cyberbullying Actions: An Italian Case Study

Contact Info

Product

Resources

About