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

全文标题：为言语和语言治疗师开发一种新的培训干预措施，以改善与学龄前儿童家庭的协作工作，并提供辅助和替代沟通工具。本研究将发展一个合作实践的新概念模型，并以此为基础为语言治疗师（slt）设计一种新的干预措施。这将加强特殊语言教师与复杂神经残疾儿童家长之间的合作，后者将受益于辅助和替代沟通（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已得到证实(例如Davidoff。, 2017;拉格，莱特，麦克诺顿。, 2010)。早期AAC干预的成功在很大程度上取决于家长和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）。对于父母来说，接受和准备参与以自然语言以外的方式促进交流的治疗对于参与AAC干预至关重要。我自己的研究考察了父母的观点，确定了与悲伤的感觉和适应新身份的需要有关的主题，这可能是采用AAC策略和工具的障碍（海沃德）。, 2020)。对于SLT来说，在AAC环境中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），干预通常默认为SLT导向的模型(Davies等人，2019;Mandak, Light。, 2018;kummer领军。, 2012)。因此，AAC干预往往不足，新的沟通工具经常被放弃（Johnson et al., 2006）。拟议的研究是我的HEE/NIHR资助的MRes研究的自然进展，将协作实践理论应用于AAC工作，并确定与采用AAC策略和工具相关的关键因素。该项目将首次与家长合作，共同创建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，解决已确定的劳动力干预需求，培养促进协作工作的关键技能。

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.