Speech-Language Pathologists’ Perceptions of Implementing Communication Intervention with Students with Multiple and Severe Disabilities

Abstract

The aim of the present study was to explore speech-language pathologists’ (SLPs) perceptions and experiences of factors influencing the implementation of communication interventions for students with multiple and severe disabilities. Eight SLPs in New South Wales, Australia, participated in individual interviews and a focus group. Interview transcripts were scrutinized using thematic analysis. Transcripts were coded into categories, which were then grouped to yield themes. Participants identified a broad range of themes, including SLPs’ experience and skills, professional development, and collaboration with teachers and families; as well as home and school contexts, the role of government departments, and broader societal factors. These complex influences suggest that systemic supports may be required at multiple levels in order to increase the likelihood of effective implementation of communication interventions for students with multiple and severe disabilities.

Keywords::

• Multiple and severe disabilities
• Communication intervention
• Implementation

Acknowledgements

This study was conducted as part of the first author's doctoral dissertation.

Declaration of interest: The authors report no conflicts of interests. The authors alone are responsible for the content and writing of this paper.