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Book: Patient and family-centered speech-language pathology and audiology

Meyer, Carly / Scarinci, Nerina / Hickson, Louise

2019

Author's details	Carly Meyer, Nerina Scarinci, Louise Hickson
Language	English
Size	xvi, 158 Seiten, Illustrationen, Diagramme
Publisher	Thieme
Publishing place	New York ; Stuttgart ; Delhi ; Rio de Janeiro
Publishing country	United States
Document type	Book
Note	Zugang zu Online-Ausgabe über Code
HBZ-ID	HT020235969
ISBN	978-1-62623-503-8 ; 1-62623-503-1 ; 9781626239203 ; 1626239207
Database	Catalogue ZB MED Medicine, Health

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Shelf mark	Loan status	Location
2019 A 1399	available for loan (reading room)	Lesesaal EG
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Article ; Online: Interprofessional Practice Between Speech-Language Pathologists and Classroom Teachers: A Mixed-Methods Systematic Review.

Armstrong, Rebecca / Schimke, Emma / Mathew, Akhila / Scarinci, Nerina

Language, speech, and hearing services in schools

2023 Volume 54, Issue 4, Page(s) 1358–1376

Abstract: Purpose: There is an important need for interprofessional practice (IPP) between speech-language pathologists (SLPs) and classroom teachers (CTs) in mainstream schools to support student outcomes. This mixed methods systematic review aimed to synthesize ...

Abstract	Purpose: There is an important need for interprofessional practice (IPP) between speech-language pathologists (SLPs) and classroom teachers (CTs) in mainstream schools to support student outcomes. This mixed methods systematic review aimed to synthesize existing literature to describe the experiences of IPP between SLPs and CTs in mainstream schools. Method: A systematic review protocol was utilized to conduct a comprehensive search of six databases (PubMed Central, EMBASE, Cochrane Library, CINAHL EBSCO, ERIC, and ProQuest Dissertations & Theses Global) using key words related to the research question. A total of 1,876 unique studies were retrieved. Of these, 18 studies were identified as relevant to the research question, as they described the experiences of IPP between SLPs and CTs. Thematic analysis was used to analyze the quantitative and qualitative studies. Results: Six main themes describing IPP experiences were identified: (1) what are you bringing to the collaboration table? (2) putting the value in collaboration, (3) sharing is collaborating, (4) the nature of collaboration varies, (5) the educational context matters, and (6) influences to collaboration beyond professional control. Conclusions: IPP between SLPs and CTs is complex, with various facilitators and barriers to IPP emerging within the education context. Competencies for SLPs and CTs related to having a shared understanding, adequate communication, and building relationships with each other help support IPP in schools. The utilization of a relationship-centered care approach between SLPs and CTs is also important to foster and support student outcomes. Supplemental material: https://doi.org/10.23641/asha.24018732.
MeSH term(s)	Humans ; Communication Disorders ; Pathologists ; Qualitative Research ; Speech ; Speech-Language Pathology/education
Language	English
Publishing date	2023-09-05
Publishing country	United States
Document type	Journal Article ; Systematic Review ; Research Support, Non-U.S. Gov't
ZDB-ID	2067619-0
ISSN	1558-9129 ; 0161-1461
ISSN (online)	1558-9129
ISSN	0161-1461
DOI	10.1044/2023_LSHSS-22-00168
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Article ; Online: Exploring engagement in telepractice early intervention for young children with developmental disability and their families: a qualitative systematic review.

Retamal-Walter, Felipe / Waite, Monique / Scarinci, Nerina

Disability and rehabilitation. Assistive technology

2022 Volume 18, Issue 8, Page(s) 1508–1521

Abstract: Purpose: This review aimed to (1) describe the nature of engagement in telepractice early intervention (EI) for families of young children with developmental disabilities; and (2) identify major barriers and facilitators for developing and maintaining ... ...

Abstract	Purpose: This review aimed to (1) describe the nature of engagement in telepractice early intervention (EI) for families of young children with developmental disabilities; and (2) identify major barriers and facilitators for developing and maintaining engagement Methods: A qualitative systematic review was conducted, searching systematically across six databases (i.e., PUBMED, CINAHL, PsycINFO, Web of Science, EMBASE, and Scopus). The search identified 14 studies which met the inclusion criteria of peer-reviewed studies exploring EI professionals', families', managers', or service's views of engagement in telepractice EI using qualitative methodologies. The studies were appraised using the Critical Appraisal Skills Programme and data were analysed using thematic synthesis. Results: The synthesised data were grouped into four main themes reflecting the nuances of engagement in telepractice EI: (1) children and family engagement is facilitated and enhanced during telepractice interaction; (2) engagement may enhance therapy outcomes through telepractice multidisciplinary collaboration and communication; (3) there are challenges to engagement in the telepractice environment; and (4) preparation in telepractice can improve the development of engagement. Conclusion: This review provides a comprehensive characterisation of engagement and describes a set of conceptual recommendations for establishing and maintaining engagement when using telepractice in EI.IMPLICATIONS FOR REHABILITATIONBuilding and maintaining engagement with families of young children with developmental disability/delay through telepractice is feasible.Despite some similarities between in-person and telepractice engagement, there are certain unique features of telepractice engagement that professionals and families may need to consider while providing/receiving early intervention services remotely.Preparation and training on how to engage in telepractice is recommended for professionals and families of young children with developmental disability/delay.Understanding how professionals and families engage with one another during telepractice interactions may improve targeted child and family intervention outcomes.
MeSH term(s)	Humans ; Child ; Child, Preschool ; Developmental Disabilities ; Disabled Persons ; Communication ; Qualitative Research
Language	English
Publishing date	2022-03-14
Publishing country	England
Document type	Systematic Review ; Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	2221782-4
ISSN	1748-3115 ; 1748-3107
ISSN (online)	1748-3115
ISSN	1748-3107
DOI	10.1080/17483107.2022.2048098
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Article ; Online: Families' and professionals' perspectives of building and maintaining engagement in telepractice early intervention for young children with communication disability.

Retamal-Walter, Felipe / Waite, Monique / Scarinci, Nerina

Disability and rehabilitation

2022 Volume 45, Issue 7, Page(s) 1165–1177

Abstract: Purpose: To explore and describe families' and professionals' perspectives about building and maintaining engagement in telepractice early intervention (EI).: Methods: Individual semi-structured reflexive interviews were conducted with Australian ... ...

Abstract	Purpose: To explore and describe families' and professionals' perspectives about building and maintaining engagement in telepractice early intervention (EI). Methods: Individual semi-structured reflexive interviews were conducted with Australian families of young children with communication disability receiving telepractice EI and their treating professionals. These interviews were conducted within one day of a telepractice EI session and analysed using thematic analysis. Results: Thematic analysis of 72 interviews resulted in five themes that emphasised collaboration as an overarching enabler of engagement. The themes were: (1) the delivery of family-centred telepractice was essential for engaging children and families; (2) engagement in telepractice was variable and was affected by child, parent and professional factors; (3) engagement was an investment that required time, consistency and technology; (4) maximising communication interactions during telepractice sessions encouraged children and families to engage with professionals; and (5) joint planning and preparation facilitated child and family engagement in telepractice. Conclusions: In the midst of the current COVID-19 pandemic, the present study shed light that in many ways, engagement in in-person and telepractice intervention is similar. However, the findings revealed the importance of families having an active role in telepractice EI sessions that occur in the family's social and communication environment.Implications for RehabilitationFamily engagement and high levels of parent participation are recommended in family-centred early intervention (EI).In EI delivered via telepractice, families and professionals invest in engagement-building and collaboration in a similar manner to in-person EI and in line with the principles of family-centred practice.The distinctiveness of telepractice engagement includes professionals being conscious of their communication style, taking advantage of the home environment, communicating inside and outside appointments, and jointly planning with parents/primary carers.EI professionals and students who work with young children with communication disability via telepractice can benefit by considering the engagement-building strategies described in the present study.
MeSH term(s)	Child ; Humans ; Child, Preschool ; Pandemics ; Australia ; COVID-19 ; Parents ; Communication Disorders ; Communication
Language	English
Publishing date	2022-03-29
Publishing country	England
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	1104775-6
ISSN	1464-5165 ; 0963-8288
ISSN (online)	1464-5165
ISSN	0963-8288
DOI	10.1080/09638288.2022.2055161
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Article ; Online: Minimum Data Set for Families of Children With Hearing Loss: An eDelphi Study.

Nickbakht, Mansoureh / Meyer, Carly / Beswick, Rachael / Scarinci, Nerina

Journal of speech, language, and hearing research : JSLHR

2022 Volume 65, Issue 4, Page(s) 1615–1629

Abstract: Purpose: Assessing the unique needs of each family following the diagnosis of a hearing loss is central to the delivery of family-centered hearing health care. Therefore, the aim of this study was to develop a Minimum Data Set (MDS) that could be used ... ...

Abstract	Purpose: Assessing the unique needs of each family following the diagnosis of a hearing loss is central to the delivery of family-centered hearing health care. Therefore, the aim of this study was to develop a Minimum Data Set (MDS) that could be used in the design of a needs assessment tool for families of children with hearing loss transitioning to early intervention. Method: A list of potential items for the MDS was prepared. In a two-round electronic Delphi study in Australia, hearing researchers ( Results: Consensus was reached on 32 main items to be included in the MDS across six categories, including informational support (13 items), professional support (five items), peer support (one item), skills and knowledge (seven items), financial support (three items), and methods of information provision (three items). Eight optional items that could be considered for inclusion in the MDS were also identified. Conclusions: The proposed MDS could support hearing professionals in identifying families' needs in order to provide individualized information and support. Future research is needed to conduct a pilot study to evaluate the needs assessment tool in terms of usability, feasibility, and therapeutic effects.
MeSH term(s)	Child ; Consensus ; Deafness ; Delphi Technique ; Hearing Loss ; Humans ; Pilot Projects
Language	English
Publishing date	2022-02-24
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	1364086-0
ISSN	1558-9102 ; 1092-4388
ISSN (online)	1558-9102
ISSN	1092-4388
DOI	10.1044/2021_JSLHR-21-00356
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Article ; Online: Identifying critical behaviours for building engagement in telepractice early intervention: An international e-Delphi study.

Retamal-Walter, Felipe / Waite, Monique / Scarinci, Nerina

International journal of language & communication disorders

2022 Volume 57, Issue 3, Page(s) 645–659

Abstract: Background: Engagement of the child, parent and professional may facilitate positive outcomes for young children with communication disorders receiving early intervention (EI) via telepractice. Despite reported positive outcomes of engagement in a ... ...

Abstract	Background: Engagement of the child, parent and professional may facilitate positive outcomes for young children with communication disorders receiving early intervention (EI) via telepractice. Despite reported positive outcomes of engagement in a family-centred model of EI, there is limited research exploring the nature engagement in the telepractice environment and guiding professionals on how to best interact with young children and their families. Aim: To identify a set of critical behaviours for building engagement in telepractice EI. Methods & procedures: A two-round modified e-Delphi study was conducted. Participants were international experts in the field of paediatric communication disorders and telepractice EI from diverse allied health and education backgrounds. The experts used a nine-point Likert scale to rate the importance of a predetermined set of critical behaviours for building engagement in telepractice EI across three different aspects of the telepractice interaction: (1) getting to know each other; (2) family-centred telepractice; and (3) telepractice specific considerations. Outcomes & results: A total of 30 experts completed round 1, with 21 participants from round 1 completing round 2 (70% response rate). Across the two rounds, a total of 64 of the 109 items presented (58.71%) achieved consensus as critical behaviours for building engagement in telepractice EI. Conclusions & implications: The present study identified a set of individual aspects of the telepractice interaction that participants, particularly professionals, may need to intentionally address to engage with families of young children with communication disorders receiving EI via telepractice. The results from this study will contribute to the development of an observational tool to measure engagement in the telepractice EI environment. What this paper adds: What is already known on the subject A growing body of research suggests telepractice is a feasible alternative for families of young children with communication disorders who lack access to high-quality EI. The engagement of families through family-centred care has long been recommended for children enrolled in EI. Although there is growing uptake of telepractice EI, limited research is available guiding professionals on how to engage with families of young children with communication disorders via telepractice. What this paper adds to existing knowledge This study provides a set of 64 telepractice-specific behaviours deemed critical to engagement for all participants of the telepractice interaction. The display of these behaviours could assist professionals to better engage with families of young children within the telepractice environment. What are the potential or actual clinical implications of this work? The findings of this study provide a set of telepractice-specific behaviours that professionals may need to deliberately display and encourage while interacting with young children with communication disorders and their families. Professionals displaying these behaviours could potentially enhance the engagement of families receiving EI services via telepractice. This set of critical behaviours will be refined with the aim of developing an evidence-based observational tool to measure engagement in the context of telepractice EI.
MeSH term(s)	Child ; Child, Preschool ; Communication Disorders ; Delphi Technique ; Early Intervention, Educational ; Family ; Humans ; Parents
Language	English
Publishing date	2022-03-26
Publishing country	United States
Document type	Journal Article ; Observational Study ; Research Support, Non-U.S. Gov't
ZDB-ID	1415919-3
ISSN	1460-6984 ; 1368-2822
ISSN (online)	1460-6984
ISSN	1368-2822
DOI	10.1111/1460-6984.12714
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Article ; Online: What do speech-language pathologists do to support families' active involvement in early intervention? Exploring moment-to-moment interactions in sessions.

Melvin, Katelyn / Meyer, Carly / Scarinci, Nerina

International journal of speech-language pathology

2022 Volume 25, Issue 4, Page(s) 630–643

Abstract: Purpose: There is growing emphasis on the importance of involving families in all aspects of the early speech-language pathology intervention process, however, both speech-language pathologists (SLPs) and families have reported that this can be ... ...

Abstract	Purpose: There is growing emphasis on the importance of involving families in all aspects of the early speech-language pathology intervention process, however, both speech-language pathologists (SLPs) and families have reported that this can be challenging. To better understand how SLPs work together with families in intervention, this study aimed to (a) explore what SLPs do to support families to be actively involved in intervention, both inside and outside sessions, and (b) explore the perspectives of families regarding how SLPs supported their active involvement. Method: Video-reflexive ethnography (VRE) was used to explore engagement with 21 matched SLP-family dyads in early intervention services. Up to three intervention appointments for each participating family were video recorded. Short video segments were selected and played to participants in individual semi-structured interviews where participants were invited to reflect on the interactions captured (i.e. "video-reflexive sessions"). Interview data were analysed using template analysis. Result: Participants reported that SLPs supported families to be actively involved in sessions by (1) planning to involve families; (2) setting expectations; (3) modelling and teaching strategies; (4) inviting families to "have a go"; (5) providing feedback; and (6) problem solving together. Participants also reported that families were supported to be involved outside sessions when SLPs: (1) got them to practice in sessions; (2) made home practice achievable and provided resources; (3) asked about home practice; (4) linked home practice to progress; and (5) helped other family members get involved. Conclusion: The results of this study provide an explicit understanding of how SLPs can support families to take an active role in early intervention, and support the importance of a reflective and individualised approach to supporting engagement.
MeSH term(s)	Humans ; Speech ; Pathologists ; Communication Disorders ; Family ; Speech-Language Pathology/methods
Language	English
Publishing date	2022-07-05
Publishing country	England
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	2402483-1
ISSN	1754-9515 ; 1754-9507
ISSN (online)	1754-9515
ISSN	1754-9507
DOI	10.1080/17549507.2022.2092211
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Article: Using an Online Tool to Apply a Person-Centred Approach in Audiological Rehabilitation: A Pilot Study.

Scarinci, Nerina / Tulloch, Kristen / Meyer, Carly / Ekberg, Katie / Lind, Christopher

Audiology research

2022 Volume 12, Issue 6, Page(s) 620–634

Abstract: This study aimed to explore the experiences of adult clients with hearing loss and their audiologists in using an online tool, the Living Well Tool (LWT), during initial audiology appointments. The LWT is designed to help clients identify when and where ... ...

Abstract	This study aimed to explore the experiences of adult clients with hearing loss and their audiologists in using an online tool, the Living Well Tool (LWT), during initial audiology appointments. The LWT is designed to help clients identify when and where it is most important for them to communicate effectively and live well with hearing loss. A total of 24 adult clients with hearing loss and two audiologists participated in this study. Clients were invited to complete the LWT prior to their next audiology appointment, however, most clients chose to use the LWT in-session with their audiologist. Following the appointment, clients and audiologists participated in individual qualitative semi-structured interviews to explore their experiences of using the LWT, and the extent to which the LWT facilitated person-centred care. Qualitative analysis five key themes which reflected participants' experiences and perceptions of using the LWT: (1) the LWT enhances audiological care; (2) the LWT supports person-centred audiological care; (3) the use of the LWT should be individualised; (4) users value comprehensiveness; and (5) users value accessibility. This study demonstrated that the LWT supported the provision of person-centred audiological care, providing a flexible, comprehensive and accessible means for audiologists to gain an understanding of their clients' needs and preferences. However, it was also noted that the use of a tool must be individualised and accessible for all.
Language	English
Publishing date	2022-11-02
Publishing country	Switzerland
Document type	Journal Article
ISSN	2039-4330
ISSN	2039-4330
DOI	10.3390/audiolres12060060
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Article ; Online: Speech language pathologists' responses to the rejection or abandonment of AAC systems.

Moorcroft, Alison / Allum, Jennifer / Scarinci, Nerina

Disability and rehabilitation

2021 Volume 44, Issue 16, Page(s) 4257–4265

Abstract: Purpose: ...

Abstract	Purpose:
MeSH term(s)	Child ; Communication Aids for Disabled ; Communication Disorders ; Humans ; Pathologists ; Speech ; Speech-Language Pathology/methods
Language	English
Publishing date	2021-03-21
Publishing country	England
Document type	Journal Article
ZDB-ID	1104775-6
ISSN	1464-5165 ; 0963-8288
ISSN (online)	1464-5165
ISSN	0963-8288
DOI	10.1080/09638288.2021.1900412
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Article ; Online: "When that understanding is there, you work much better together": the role of family in audiological rehabilitation for older adults.

Scarinci, Nerina / Meyer, Carly / Hickson, Louise

International journal of audiology

2021 Volume 61, Issue 12, Page(s) 984–992

Abstract: Objective: This study aimed to explore the experiences and perceptions of adults with hearing impairment and family members regarding the role of family in audiological rehabilitation.: Design: A qualitative descriptive methodology was used.: Study ...

Abstract	Objective: This study aimed to explore the experiences and perceptions of adults with hearing impairment and family members regarding the role of family in audiological rehabilitation. Design: A qualitative descriptive methodology was used. Study sample: A total of 37 people participated, 24 older adults with hearing impairment and 13 family members (11 spouses and 2 adult children). Four focus group interviews were conducted with the adults with hearing impairment, and 3 with family members. Results: Five key themes emerged from analysis of the transcripts: (1) knowledge and understanding of hearing impairment and treatment; (2) the role of family members in rehabilitation is complex and multifaceted; (3) audiologists have an influential role in facilitating family member involvement; (4) the role of communication in rehabilitation; and (5) outcomes of family member involvement. Importantly, although perceptions were generally very positive, there was some uncertainty about the role of family. Conclusions: Audiologists have a key role in facilitating family involvement in audiological rehabilitation that is identified by adults with hearing impairment and their families. Although participants reported limited involvement in audiological rehabilitation currently, they identified potential for involvement in areas such as goal setting and decision-making.
MeSH term(s)	Child ; Humans ; Aged ; Correction of Hearing Impairment/methods ; Hearing Loss/diagnosis ; Hearing Loss/rehabilitation ; Audiologists ; Family ; Communication
Language	English
Publishing date	2021-11-08
Publishing country	England
Document type	Journal Article
ZDB-ID	2073098-6
ISSN	1708-8186 ; 1499-2027
ISSN (online)	1708-8186
ISSN	1499-2027
DOI	10.1080/14992027.2021.1995789
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