Expectations and Experiences of Parents Taking Part in Parent-Child Interaction Programmes to Promote Child Language: A Qualitative Interview Study

Autor/inn/en	Levickis, Penny; McKean, Cristina; Wiles, Alex; Law, James
Titel	Expectations and Experiences of Parents Taking Part in Parent-Child Interaction Programmes to Promote Child Language: A Qualitative Interview Study
Quelle	In: International Journal of Language & Communication Disorders, 55 (2020) 4, S.603-617 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levickis, Penny) ORCID (McKean, Cristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12543
Schlagwörter	Parent Child Relationship; Interaction; Intervention; Therapy; Speech Language Pathology; Language Impairments; Parent Participation; Toddlers; Parent Education; Language Skills; Poverty; Foreign Countries; Parent Attitudes; Barriers; United Kingdom (England) + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Therapie; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Elternmitwirkung; Infant; Infants; Toddler; Kleinkind; Parents education; Elternbildung; Elternschule; Language skill; Sprachkompetenz; Armut; Ausland; Elternverhalten
Abstract	Background: Parent-child interaction therapies are commonly used by speech and language therapists (SLTs) when providing services to young children with language learning difficulties. However, the way parents react to the demands of such interventions is clearly important, especially for those from socially disadvantaged backgrounds. Parents play a central role in the therapy process so to ensure parent engagement, and to maximize intervention effectiveness, parents' views must be considered. Aims: To explore the expectations and experiences of parents from socially disadvantaged backgrounds who had taken part in a parent-child interaction programme aimed at promoting language development in 2-3 year olds with language difficulties. Methods & Procedures: The sample included parents who had a child aged 2-3 years and had attended a parent-child interaction programme to promote their child's language development. Parents were eligible to take part if they were living in the 30% most deprived areas in a city in the North of England that constituted the study site. Ten parents participated in a qualitative semi-structured face-to-face interview in the home. Framework analysis was used to analyse the interview transcripts. Outcomes & Results: Parents' expectations before taking part in parent-child interaction interventions contribute to how they may engage throughout the intervention process. Barriers include parents' uncertainty about the nature of the intervention and differing attitudes regarding intervention approaches and strategies. Facilitators during the intervention process include gaining support from other parents, reassurance from the SLT regarding their child's language development, and their own ability to support their child's language learning, as well as increased confidence in how they support their child's development. Conclusions & Implications: Parents respond very differently to parent-child interaction intervention for children with language difficulties, depending on their expectations and attitudes towards intervention. Thus, it is critical that these different perspectives are understood by practitioners before intervention commences to ensure successful engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01