Examining Perceptions of a Communication Course for Parents of Children with Profound Intellectual and Multiple Disabilities

Autor/inn/en	Rensfeldt Flink, Anna; Åsberg Johnels, Jakob; Broberg, Malin; Thunberg, Gunilla
Titel	Examining Perceptions of a Communication Course for Parents of Children with Profound Intellectual and Multiple Disabilities
Quelle	In: International Journal of Developmental Disabilities, 68 (2022) 2, S.156-167 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thunberg, Gunilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2020.1721160
Schlagwörter	Parent Education; Parent Attitudes; Severe Intellectual Disability; Multiple Disabilities; Interpersonal Communication; Augmentative and Alternative Communication; Satisfaction; Severity (of Disability); Communication Skills; Foreign Countries; Program Effectiveness; Sweden + Suchen Sie Ihr Suchwort? Parents education; Elternbildung; Elternschule; Elternverhalten; Multiple disability; Mehrfachbehinderung; Interpersonale Kommunikation; Zufriedenheit; Schweregrad; Kommunikationsstil; Ausland; Schweden
Abstract	The overall aim was to examine participants' perceptions of a communication course as held for parents of children with profound intellectual and multiple disabilities. The course curriculum included responsive strategies and augmentative and alternative communication. The research questions addressed the favourability, changes in parents' or children's communication and appreciated or unappreciated course features. Twenty-two written course evaluations were analysed. The mean scores for ratings were compared with ratings in a previous study, including those of parents of children with generally milder disabilities. Comments and answers to open-ended questions were analysed using thematic analysis. Participants were slightly more satisfied with the course as compared with parents who had children with milder disabilities. The thematic analysis suggested increased parental responsiveness after the course. Perceptions of augmentative and alternative communication varied. It was unclear whether the course altered the children's communication or not. The supportive social milieu offered by the course was highly appreciated. Although generalisation beyond this course and setting is to be determined, the results suggest that parents of children with profound intellectual and multiple disabilities can appreciate a communication course and find it useful. An individual approach within the group setting and practical learning opportunities seem important. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01