Effects of a Collaborative Intervention Process on Parent–Therapist Interaction: A Randomized Controlled Trial

Abstract

Aim: To determine whether a collaborative intervention process facilitates parent–therapist interactions. Methods: Participants were 18 children with physical disabilities, their mothers, and 16 physical therapists. Therapists randomized to the experimental group were instructed in strategies for collaboration (working together) with parents in goal setting, planning, and implementing interventions. Family–therapist dyads participated in 6 weekly sessions. Four sessions were videotaped and combined (1st and 2nd for goal-setting/planning, 3rd and 5th for implementation) to code behaviors using Response Class Matrix. Multivariate analysis of variance was used to compare therapist and parent behaviors between groups. Results: Therapists in the experimental group demonstrated a higher frequency of “seeking information” (p < 0.01), “giving information” (p < 0.05), “positive behavior” (p < 0.01) and lower frequency of “child-related behavior” (p < 0.001) than therapists in the comparison group during goal-setting/planning and implementation. Parents in the experimental group demonstrated a higher frequency of “giving information” than parents in the comparison group (p < 0.01) during goal-setting/planning and implementation. Conclusion: Parents and therapists in the experimental group interacted more with each other, whereas those in the comparison group focused more on the child. The collaborative strategies appear to have increased parent participation in the intervention process, which has been a challenge for physical and occupational therapists.

Keywords:

• Family-centered service
• family–professional collaboration
• goal setting
• parent involvement
• pediatric rehabilitation
• physical therapy

Acknowledgments

We thank Kunwoo Kim and Jeonghui Kim for their assistance in recruitment for this study. We also acknowledge the contribution of Gyeongseop Sim and Younghee Kim in data analysis. Finally, we would like to express our heartfelt thanks to all of participating therapists, children, and families.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and the writing of this article.

Additional information

Notes on contributors

Mihee An

Mihee An, PT, PhD, was a doctoral candidate in Rehabilitation Sciences, Drexel University, at the time of the study. She is postdoctoral fellow, Department of Physical Therapy, Duquesne University.

Robert J. Palisano

Robert J. Palisano, PT, ScD, FAPTA, is distinguished professor.

Chung-hwi Yi

Chung-hwi Yi, PT, PhD, is professor, Department of Physical Therapy, College of Health Science, Yonsei University, Wonju, Ganwon-do, South Korea.

Lisa A. Chiarello

Lisa A. Chiarello, PT, PhD, PCS, FAPTA, is professor, Department of Physical Therapy and Rehabilitation Sciences, Drexel University.

Carl J. Dunst

Carl J. Dunst, PhD, is director and research scientist, Orelena Hawks Puckett Institute, Asheville, NC.

Edward J. Gracely

Edward J. Gracely, PhD, is associate professor, College of Medicine, Department of Family, Community, and Preventive Medicine, Drexel University.