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Parental Involvement in Speech Therapy

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Information about Parental Involvement in Speech Therapy
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Published on October 22, 2008

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Parental Involvement in Speech Therapy: A Review : Parental Involvement in Speech Therapy: A Review Ruth Stoeckel, MA Edythe Strand, PhD Mayo Clinic – Mayo College of Medicine Rochester, MN What We Know : What We Know Language intervention that includes a parent training component appears to result in good generalization of skills (Peterson, Jesso & McCabe, 1999; Wilcox, 1992; Girolameto et. al, 1996; McDonald & Carroll, 1992; Norris & Hoffman, 1990; Tannok & Girolametto, 1992; Fey, et. al. 1993) What We Know : What We Know There is limited data for similar studies with articulation/phonology (Girolametto, Pearce & Weitzman, 1997) ASHA NOMS Data: “Children who completed a structured home program are not only more likely to demonstrate functional change, but are also significantly more likely to achieve multiple levels of progress on the Articulation FCM than children who did not have a home program or did not complete the program that was developed for them. ASHA NOMS Data : ASHA NOMS Data Why Parents Should Be Involved : Why Parents Should Be Involved It is reasonable to infer that parent involvement may facilitate generalization due to consistent expectations and practice in settings outside of therapy Motor learning literature shows that with more frequent practice, motor learning occurs faster and is better generalized (Schmidt, 1991) Why Parents Should Be Involved : Why Parents Should Be Involved It may be motivating for the child to be reinforced at home as well as in therapy. It will at least reinforce to the child that these goals are important What Motivated this Study : What Motivated this Study While taking numerous histories from parents during evaluations we were frequently surprised by how little many parents knew about the speech therapy their children were currently receiving. Many parents indicated frustration that they didn’t know what to do to help at home METHODS : METHODS Descriptive Study Study Design: Parent Questionnaire Presented to all new patients referred for speech & language evaluation in 1002-2002 at Mayo clinic Given during the history portion of the exam, and completed by parents while their children were being evaluated Clinician was present to answer any questions Parents asked not to refer to the IEP 100% return rate METHODS : METHODS Number of Subjects Completing Questionnaire 40 children age 3-5 (pre-kindergarten) 72 children in grades k-6 Analysis: Descriptive Statistics tabulating frequency of “know” vs. “don’t know” listing examples of responses graphic comparisons of younger to older children RESULTS : RESULTS Major Questions Asked: How often is therapy provided? How long are the sessions? What are the goals of therapy? What are some of the activities used? How is change being measured? What have you been asked to do at home? How often have you met with the SLP? How often does your child go to speech therapy? : How often does your child go to speech therapy? How long aretherapy sessions? : How long aretherapy sessions? What are thegoals in therapy? : What are thegoals in therapy? What are thegoals in therapy? : What are thegoals in therapy? Responses to “What are the goals of therapy?” : Responses to “What are the goals of therapy?” listening, speech not sure—sentences? don’t know—this is why I keep a copy of the IEP to improve his conversation nasal sounds with “s” getting him to communicate better ability to say specific sounds articulation speak clear see goals on sheet working on picture flash cards talking What activities are beingused in therapy? : What activities are beingused in therapy? Responses to “What activities are being used?” : Responses to “What activities are being used?” game-playing computer pictures and sheets picture-pointing stickers, picture cards and eye contact bubbles tongue clicks looking at books – pointing and saying specific objects signing “more” and “eat” worksheets How is changebeing measured? : How is changebeing measured? Responses to “How is change being measured?” : Responses to “How is change being measured?” “Peabody scale” IEP/IEP meeting comparing with goals and objectives percentage of correct responses charting articulation tests (specific tests) don’t know---frustrated about that snack at school difficulty/ease of completing assignment What have you been askedto do for home practice? : What have you been askedto do for home practice? Responses to “What have you been asked to do at home?” : Responses to “What have you been asked to do at home?” repeat back what he says picture association fill her day with language use pictures, but they don’t work at home slow him down, give him hints I don’t know, I usually leave the room when they are working How often have you met with your SLP? : How often have you met with your SLP? The vast majority of families involved with school services indicated “at IEP time” only Meetings were also infrequent for the families who reported being in private therapy, although contact was more frequent Summary : Summary Different patterns of responses by age parents of preschoolers more aware of how many sessions/week, goals, and activities Home practice activities were limited, even for families who reported having “homework” Infrequent meetings between parents and SLPs for any age children What Can We Do? : What Can We Do? Identify barriers to effective communication with parents access to working parents during the day heavy caseloads TIME parents who don’t care to be involved/other family issues cultural issues that may affect how suggestions should be given or might be carried out What Can We Do? : What Can We Do? Advocate for time to communicate as part of what we do--conference days, comp time for evening meetings, etc. Reinforce parent efforts to follow through with home practice activities What Can We Do? : What Can We Do? Use existing means of communication – attach notes to weekly school notes, use telephone “assignment lines”, web-based communication, etc. Make use of paraprofessionals to organize activities/information to be sent home What Can We Do? : What Can We Do? Your thoughts! References : References Fey ME, Cleave PL, Long SH, Hughes DL. (1993). Two approaches to the facilitation of grammar in children with language impairment: an experimental evaluation. Journal of Speech and Hearing Research, 36(1):141-57. Girolametto L. (1988). Improving the social-conversational skills of developmentally delayed children: an intervention study. Journal of Speech and Hearing Disorders, 53(2):156-67. Girolametto L, Pearce PS, Weitzman E. (1997). Effects of lexical intervention on phonology of late talkers. Journal of Speech and Hearing Research, 40(2): 338-48 Peterson C, Jesso B, McCabe A. (1999). Encouraging narratives in preschoolers: an intervention study. Journal of Child Language, 26(1):49-67. Schmidt R.A. (1991). Motor learning and practice. Champaign, IL Human Kinetics Books.

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