Training intervention for SLT's to improve collaborative working with families of pre-school children with augmentative and alternative comm. tools

对 SLT 进行培训干预，以通过增强性和替代性沟通改善与学龄前儿童家庭的协作。

• 批准号: 2557297
• 金额: --
• 依托单位: University College London
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2021
• 资助国家: 英国
• 起止时间: 2021 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2557297
• 关键词: Training; intervention; SLT; improve; collaborative

Full Title: Developing a novel training intervention for speech and language therapists to improve collaborative working with families of pre-school children provided with augmentative and alternative communication tools.This study will develop a new conceptual model of collaborative practice from which a novel intervention for speech and language therapists (SLTs) will be designed. This will enhance collaboration between SLTs and parents of children with complex neurodisabilities who would benefit from augmentative and alternative communication (AAC) intervention. The significant benefits of early AAC intervention for children's immediate and long-term language and communication development are well established (e.g. Davidoff., 2017; Drager, Light, McNaughton., 2010). The success of early AAC intervention is largely dependent on parents and SLTs establishing strong collaborative partnerships to determine and develop the most effective AAC approaches (Mandak et al., 2017; Klatte et al., 2020). For parents, the journey of acceptance and readiness to engage in therapies which promote communication, in ways other than natural speech, is critical to engaging collaboratively with AAC intervention. My own research examining parental viewpoints identified themes relating to feelings of grief and the need to adapt to new identities, which can be barriers to the uptake of AAC strategies and tools (Hayward., 2020). For SLTs, a lack of knowledge and skills in genuine collaboration in an AAC context leads to both parents and SLTs experiencing a lack of clarity about their roles (Davies et al., 2017), with intervention typically defaulting to an SLT directed model (Davies et al., 2019; Mandak, Light., 2018; Kummerer., 2012). As a consequence, AAC intervention often falls short and new communication tools are frequently abandoned (Johnson et al., 2006). The proposed study is a natural progression from my HEE/NIHR funded MRes research, applying theories of collaborative practice to work in AAC and identifying critical factors relating to the adoption of AAC strategies and tools. The project will be the first to work with parents to co-create a novel intervention targeting the therapeutic skills of speech and language therapists and, will draw on significant progress already made, to address the identified need for workforce interventions which develop critical skills to promote collaborative working.

完整标题：本研究将发展一个新的合作实践概念模型，并据此设计一个新的言语和语言治疗师（SLT）的干预措施。这将加强SLT和复杂神经残疾儿童的父母之间的合作，这些儿童将受益于增强和替代性交流（AAC）干预。早期AAC干预对儿童的即时和长期语言和沟通发展的显著益处是公认的（例如，Davidson.，2017; Drager，Light，McNaughton.，2010年）。早期AAC干预的成功在很大程度上取决于父母和SLT建立强有力的合作伙伴关系，以确定和开发最有效的AAC方法（Mandak等人，2017; Klatte等人，2020年）。对于父母来说，接受和准备好参与促进沟通的治疗，而不是自然语言，对于与AAC干预合作至关重要。我自己的研究调查了父母的观点，确定了与悲伤情绪和适应新身份的需要有关的主题，这可能是AAC策略和工具的吸收障碍（海沃德.，2020年）。对于SLT来说，在AAC背景下缺乏真正合作的知识和技能导致父母和SLT都对自己的角色缺乏明确的认识（Davies等人，2017年），干预通常默认为一个直接的模型（戴维斯等人，2019; Mandak，Light.，2018; Kummerer.，2012年）。因此，AAC的干预经常福尔斯不足，新的沟通工具经常被放弃（约翰逊等人，2006年）。拟议的研究是从我的HEE/NIHR资助的MRes研究的自然进展，应用协作实践的理论在AAC工作，并确定与采用AAC战略和工具有关的关键因素。该项目将是第一个与家长合作，共同创造一种针对言语和语言治疗师治疗技能的新型干预措施，并将利用已经取得的重大进展，以解决已确定的劳动力干预需求，从而发展关键技能，促进协作工作。