JENNIFER KUDSIN BA, MSU 2ND YEAR SLP STUDENT

LINDSAY REILLY BA, MSU 2ND YEAR SLP STUDENT

MALLORY MAST M.A., CFY-SLP

LAURA JENSEN-HUNTVICTORIA MEEDER

Partners in Communication

Background of Our Group

Our EOT & TA presentationDiscussion with professionals and parents

during presentationIdentified a need for a “translation tool”Continued collaboration and discussion with

Partners in Communication

Barriers of Communication

Barrier: anything that restrains or obstructs progress or access to services.

Discuss barriers from the parents’ perspectives

What could keep a parent from following through with suggestions from the speech and language therapist.

What would prevent the SLPs from fully understanding each parent’s perspective of speech and language therapy?

Strategies that Empower Parents

Knowledge is power Support the parent to take actionFocus on what is and could be rather

than simply what isn’t and should be Shift the focus from focusing on problems to

focusing on possibilities by developing a proactive vision with clients

“Connection not correction”

(Madsen 2009 & Crais et al. 2006)

Strategies that Empower Parents

Clinician should view herself as the coach, not the star player

Coaching is an interactive process of observation of the parent and reflection with the parent

The coach promotes the parents ability and provides encouragement

Coach supports the parent in developing and refining their skills

(Rush et al. 2003)

Strategies that Empower Parents

Strive to gain an understanding of family resources: time, space, energy, material

Learn families interest, preference, and concerns

Support caretakers beyond the playgroup

(Hidecker et al. 2009, Shannon 2004, )

Strategies to Empower SLPs

Strategies that allow the SLP to overcome barriers from his/her own perspective

Compare SLP own beliefs of therapy to the principles of the family-centered model.

Evaluate the institution’s beliefs of therapy to the principles of family-centered model.

Intervention team could create a self-rating scale

(Crais, 1991)

Resource

Translation Tool for Parents and Service Providers

Discuss the translation toolDiscussion of ways to use the tool as a

resource“the development of a real partnership with

the client is the foundation of effective practice” (Madsen, 2009)

Tool Example

Professional Definition AAC involves attempts to

study and when necessary compensate for temporary or permanent impairments, activity limitations, and participation restrictions of individuals with severe disorders of speech-language production and/or comprehension, including spoken and written modes of communication.

(ASHA, 2005)

Parent Definition Augmentative or

Alternative Communication (AAC) is when other ways to communicate are used, such as picture or symbol boards, photographs, simple drawings, and software programs for computers. Often AAC is used when an individual has significant challenges using speech or sign language.

Thank You!American Speech-Language-Hearing Association. (2005). Roles and Responsibilities of Speech-Language

Pathologists With Respect to Augmentative and Alternative Communication: Position Statement [Position Statement]. Available from www.asha.org/policy.

Bruce, M., DiVenere, N., & Bergeron, C. (1998). Preparing students to understand and honor families as partners. American Journal of Speech-Language Pathology, 7, 85-94.

Crais, E.R., Roy, V.P., & Free, K. (2006). Parents' and professionals' perceptions of the implementation of family-centered practices in child assessments. American Journal of Speech Language Pathology, 15, 365-377.

Crais, E. (1993). Families and professionals as collaborators in assessment. Topics in Language Disorders, 14, 29-40.

Crais, E.R. (1991). Moving from “parent involvement” to family-centered services. American Journal of Speech Language Pathology, 1, 5-8.

Hidecker Cooley, M. J., Jones, R.S., Imig, D.R., & Villarruel, F.A. (2009).Using family paradigms to improve evidence-based practice. American Journal of Speech-Language Pathology, 18, 212-221.

Madsen, W.C. (2009). Collaborative helping: A practice framework for family-centered services. Family Process, 48, 103-116.

Rush, D.D., Shelden, M.L., & Hanft, B.E. (2003). Coaching families and colleagues. Infants & Young Children, 16, 1, 33-47.

Trute, B. & Hiebert-Murphy, D. (2007). The implications of “working alliance” for the measurement and evaluation of family-centered practice in childhood disability services. Infants & Young Children, 20, 2, 109-119.

Winton, P., & DiVenere, N. (1995) Family-professional partnerships in early intervention personnel preparation: Guidelines and strategies. Topics in Early Childhood Special Education, 15, 296-313.