Collaborative working with Parents of Children with DLD in Speech and Language Therapy: Identifying Dutch Speech and Language Therapists' barriers to enhancing practice.

Autor: Klatte I; HU University of Applied Sciences Utrecht, Utrecht, the Netherlands; Utrecht Institute of Linguistics OTS, Utrecht University, Utrecht, the Netherlands. Electronic address: inge.klatte@hu.nl., Elbers S; HU University of Applied Sciences Utrecht, Utrecht, the Netherlands., Bloemen M; HU University of Applied Sciences Utrecht, Utrecht, the Netherlands., van Essen A; HU University of Applied Sciences Utrecht, Utrecht, the Netherlands., de Groot A; HU University of Applied Sciences Utrecht, Utrecht, the Netherlands., Ketelaar M; The Center of Excellence for Rehabilitation Medicine Utrecht, UMCU, Utrecht, the Netherlands; De Hoogstraat Rehabilitation, Utrecht, the Netherlands., de Vries R; HU University of Applied Sciences Utrecht, Utrecht, the Netherlands., Zwitserlood R; HU University of Applied Sciences Utrecht, Utrecht, the Netherlands., Gerrits E; HU University of Applied Sciences Utrecht, Utrecht, the Netherlands; Utrecht Institute of Linguistics OTS, Utrecht University, Utrecht, the Netherlands.
Jazyk: angličtina
Zdroj: Research in developmental disabilities [Res Dev Disabil] 2024 Nov 27; Vol. 156, pp. 104882. Date of Electronic Publication: 2024 Nov 27.
DOI: 10.1016/j.ridd.2024.104882
Abstrakt: Background: Collaboration between Speech and Language Therapists (SLTs) and parents is considered best practice for children with developmental disorders. However, such collaborative approach is not yet implemented in therapy for children with developmental language disorders (DLD) in the Netherlands. Improving Dutch SLTs' collaboration with parents requires insight in factors that influence the way SLTs work with parents.
Aims: To explore the specific beliefs of Dutch SLTs that influence how they collaborate with parents of children with DLD.
Methods and Procedures: We conducted three online focus groups with 17 SLTs using a reflection tool and fictional examples of parents to prompt their thoughts, feelings and actions on specific scenarios. Data were organised using the Theoretical Domains Framework (TDF).
Outcomes and Results: We identified 34 specific beliefs across nine TDF domains on how SLTs collaborate with parents of children with DLD. The results indicate that SLTs hold beliefs on how to support SLTs in collaborating with parents but also conflicting specific beliefs regarding collaborative work with parents. The latter relate to SLTs' perspectives on their professional role and identity, their approach towards parents, and their confidence and competence in working collaboratively with parents.
Conclusions and Implications: SLTs hold specific beliefs that potentially hinder them from working collaboratively with parents. Appropriate interventions should be developed by combining implementation science and behaviour change science.
Competing Interests: Conflict of Interest The authors declare no conflicts of interest.
(Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)
Databáze: MEDLINE
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