| Autor: |
Gaffney T; School of Psychology, Speech and Hearing, New Zealand Institute of Language, Brain and Behaviour, University of Canterbury ǀ Te Whare Wānanga o Waitaha, Ilam, Christchurch, New Zealand., Newbury J; School of Psychology, Speech and Hearing, New Zealand Institute of Language, Brain and Behaviour, University of Canterbury ǀ Te Whare Wānanga o Waitaha, Ilam, Christchurch, New Zealand., Sutherland D; School of Psychology, Speech and Hearing, New Zealand Institute of Language, Brain and Behaviour, University of Canterbury ǀ Te Whare Wānanga o Waitaha, Ilam, Christchurch, New Zealand., Macrae T; School of Psychology, Speech and Hearing, New Zealand Institute of Language, Brain and Behaviour, University of Canterbury ǀ Te Whare Wānanga o Waitaha, Ilam, Christchurch, New Zealand. |
| Abstrakt: |
Purpose : There has been concern that a shift in disability funding to the National Disability Insurance Scheme (NDIS) in Australia may have influenced paediatric speech and language intervention to involve parents less in service delivery. This study aimed to describe paediatric speech-language pathologists' (SLPs) practices and perceptions of parent involvement in NDIS-funded speech and/or language intervention. Method : Seventy-two paediatric SLPs currently practicing in Australia with NDIS-funded speech and/or language clients completed an online survey. The survey assessed SLPs' self-reported practices supporting parent involvement through Likert scale responses and included open-text questions about perceived barriers and facilitators in NDIS-funded intervention services. Results from the survey were analysed using descriptive statistics, significance testing, and thematic analysis. Result : The majority of SLPs indicated commitment to involving parents in intervention. Experienced SLPs used more family-centred practices and Department of Education (DE)-based SLPs used fewer. Barriers arose from SLP, parent, and workplace characteristics. Facilitators included communication and rapport building, utilising a family-centred model of service delivery, and parent characteristics. Conclusion : This self-selected sample of Australian SLPs utilised many techniques to facilitate parent involvement within NDIS-funded paediatric speech and language intervention. Results indicate NDIS-funded SLP services for families are family focused. |
