Collaboration between Speech and Language Therapists and Parents of Children with Developmental Language Disorders

Abstract

This dissertation examines collaboration between speech and language therapists (SLTs) and parents of children aged 2-6 with language development disorders (DLD) in the light of family-centered care. Effective collaboration allows therapy to be tailored to the child’s and family’s needs and enables parents to support their child’s progress in daily life. Despite its importance, SLTs often work in a child-centered manner, facing challenges in integrating parental collaboration into their practice. The research aims to define collaboration as understood by SLTs and parents, explore their experiences, and identify what SLTs need to foster effective collaboration. Since collaboration requires a shift in SLTs’ behavior, the studies in this dissertation are approached through the lens of behavior change. The complexity of collaboration While collaboration is widely discussed, concrete strategies for optimizing it are scarce. Chapter 2 explores the complexity of SLT-parent collaboration and emphasizes the need for explicit knowledge on how SLTs can foster effective partnerships. Key factors include building strong relationships, mutual understanding, and empowering parents. Perspectives of SLTs and Parents Chapters 3 and 5 delve into the experiences of SLTs and parents. SLTs highlighted the challenges they face, such as balancing time between working with children and involving parents. Parents, in turn, emphasized their need for active involvement in their child’s therapy and appreciated SLTs who invest time in collaboration. These findings align with principles of effective collaboration described in the literature. Strategies In Chapter 4, a systematic literature review identified over 100 strategies that SLTs can use to enhance collaboration. These include practical strategies for building trust, facilitating communication, and empowering parents to take an active role in therapy. Challenges in SLT Practice Collaboration requires a shift in how SLTs view their role and allocate their time. Chapter 6 discusses SLTs’ beliefs about their professional identity, self-confidence, and skills, which can act as barriers to working effectively with parents. Addressing these barriers through targeted interventions is crucial for fostering collaboration. Implications for Practice and Education This dissertation provides practical implications for SLTs and other therapists working with children with developmental disabilities. Key recommendations include investing in empowering parents, showing curiosity about their perspectives, and practicing self-reflection. To prepare future SLTs, it is essential to integrate training on parental collaboration into speech and language therapy education. By addressing the behavioral changes needed among SLTs and emphasizing the value of collaboration between SLTs and parents, this research contributes to improving therapy outcomes for children with DLD and their families.