Research in developmental disabilities · 2024
Collaborative working with Parents of Children with DLD in Speech and Language Therapy: Identifying Dutch Speech and Language Therapists' barriers to enhancing practice.
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Klatte Inge, Elbers Stefan, Bloemen Manon, van Essen Anita, de Groot Annemieke, Ketelaar Marjolijn, de Vries Rosa, Zwitserlood Rob, Gerrits Ellen
Аннотация
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.
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.