A Qualitative Evidence Synthesis of Parental Experiences and Perceptions of Parent-Child Interaction Therapy for Preschool Children with Communication Difficulties

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Autor/inn/en	O'Toole, Ciara; Lyons, Rena; Houghton, Catherine
Titel	A Qualitative Evidence Synthesis of Parental Experiences and Perceptions of Parent-Child Interaction Therapy for Preschool Children with Communication Difficulties
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 8, S.3159-3185 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Toole, Ciara) ORCID (Lyons, Rena) ORCID (Houghton, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Preschool Children; Communication Problems; Parent Child Relationship; Intervention; Speech Impairments; Speech Therapy; Language Impairments; Parent Attitudes; Research Reports; Outcomes of Treatment; Family Needs; Trust (Psychology); Allied Health Occupations; Preferences; Language Acquisition; Check Lists; Clinical Diagnosis; Psychological Patterns; Time Management; Teaching Methods; Feedback (Response); Expectation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kommunikationsbarriere; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Entwicklungsproximale Sprachtherapie; Logotherapie; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Elternverhalten; Research report; Forschungsbericht; Gesundheitsberuf; Sprachaneignung; Spracherwerb; Checkliste; Zeitmanagement; Teaching method; Lehrmethode; Unterrichtsmethode; Expectancy; Erwartung
Abstract	Purpose: Parent-child interaction therapy refers to a number of interventions mediated by trained parents to treat developmental difficulties, including speech, language, and communication. Understanding the experiences of parents who take part in parent-child interaction therapy is a key aspect of determining how this intervention can be implemented successfully. However, to date, there has been limited work on synthesizing parental views of this intervention. Method: We used qualitative evidence synthesis that involved searching the literature for qualitative studies addressing the experiences and perceptions of parent-child interaction therapy for parents of preschool children with communication difficulties. We identified 27 studies (from 32 publications) and synthesized the data using thematic synthesis. We appraised the quality of included studies using Critical Appraisal Skills Programme (CASP) and assessed our confidence in the review findings using GRADE Confidence in the Evidence from Reviews of Qualitative research (CERQual). Results: At the beginning of this intervention, parents may have competing demands and varied expectations about the intervention. Their engagement is facilitated when the intervention is tailored to their individual family, their preferences for learning, and when they have a trusting relationship with the clinician. At the end of the intervention, although most parents perceive an improvement in their child's communication and feel empowered to facilitate this, they have concerns about their child's future needs. Conclusions: It is important that clinicians explore parents' readiness for this intervention by discussing their needs and preferences openly, and that they facilitate their engagement through a supportive relationship. They also need to consider how parents will transition out of the intervention and continue to support their child's language development. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01