Speech and language pathologists’ perceptions and practises of communication partner training to support children’s communication with high-tech speech generating devices

Figures & data

Table 1. Number of answers (n = 13) from SLPs (n = 12) who reported that they, in the last year, taught caregivers, teachers and assistants to use communication partner strategies relation to communication with high-tech SGD.

	Often	Seldom	Never
Responsive interaction strategy
Caregiver 1	3	3	7
Caregiver 2^(1)	2	2	8
Teacher	5	2	6
Assistant	8	0	5
Milieu arrangements
Caregiver 1	3	6	4
Caregiver 2^(1)	2	–	10
Teacher	5	3	4
Assistant	8	2	3
ALM with SGD
Caregiver 1	5	2	6
Caregiver 2^(1)	3	1	8
Teacher	7	2	4
Assistant	6	2	4
Open-ended questions
Caregiver 1	3	5	5
Caregiver 2^(1)	1	2	9
Teacher	6	3	4
Assistant	5	4	4

(1) missing value n = 1.

Table 2. Number of answers (n = 13) from SLPs (n = 12) who reported that they used instructional approaches to teach communication with high-tech SGD.

	Often	Seldom	Never
Provision of verbal instruction
Caregiver 1	6	4	3
Caregiver 2^(1)	2	3	7
Teacher	7	3	3
Assistant	7	3	3
Written information
Caregiver 1	2	1	10
Caregiver 2^(1)	1	1	10
Teacher	1	2	10
Assistant	3	1	9
Modelling
Caregiver 1	3	2	8
Caregiver 2^(1)	2	–	10
Teacher	4	1	8
Assistant	6	2	5
Role play
Caregiver 1	–	1	12
Caregiver 2^(1)	–	1	11
Teacher	–	1	12
Assistant	–	1	12
Video film of others
Caregiver 1	–	3	10
Caregiver 2^(1)	–	2	10
Teacher	–	2	11
Assistant	2	1	10
Verbal rehearsal
Caregiver 1	1	–	12
Caregiver 2^(1)	1	–	11
Teacher	–	1	12
Assistant	–	1	12
Feedback in direct observation
Caregiver 1	2	2	9
Caregiver 2^(1)	2	–	10
Teacher	2	–	11
Assistant	3	2	8
Feedback from video-taped material
Caregiver 1	1	2	10
Caregiver 2^(1)	–	1	11
Teacher	1	1	11
Assistant	1	–	12

(1) missing value n = 1.

Table 3. Number of answers (n = 13) from SLPs (n = 12) about training sessions with children, caregivers, teachers, and assistants in the last year.

	Child^(1)	Caregiver^(1)	Teacher^(1)	Assistant^(2)
0 training session	2	3	1	4
1 training session	3	4	5	0
2 training sessions or more	7	5	6	7

(1) missing value n = 1, (2) missing value n = 2.

Table 4. Number of SLPs (n = 12) who reported how they had acquired knowledge about communication partner strategies and instructional approaches.

	Often	Seldom	Never
Regional paediatric habilitation centre
Communication techniques	11	1	–
Instructional approaches	4	5	3
Clinical experiences
Communication techniques	12	–	–
Instructional approaches	9	2	1
Literature
Communication techniques	9	3	–
Instructional approaches	4	7	1
Undergraduate studies
Communication techniques	6	4	2
Instructional approaches	2	6	4
National conferences
Communication techniques	5	5	2
Instructional approaches		2	2
ComAlong course leader program
Communication techniques	5	2	5
Instructional approaches ^(1)	2	–	9

(1) missing value n = 1.