“All of a sudden we noticed a difference at home too”: parents’ perception of a parent-focused early communication and AAC intervention for toddlers

References

• Adamson, L. B., Romski, M., Bakeman, R., & Sevcik, R. A. (2010). Augmented language intervention and the emergence of symbol-infused joint engagement. Journal of Speech, Language, and Hearing Research : JSLHR, 53(6), 1769–1773. doi:10.1044/1092-4388(2010/09-0208)
   PubMed Web of Science ®Google Scholar
• Allen, A. A., Schlosser, R. W., Brock, K. L., & Shane, H. C. (2017). The effectiveness of aided augmented input techniques for persons with developmental disabilities: A systematic review. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 33(3), 149–159. doi:10.1080/07434618.2017.1338752
   PubMed Web of Science ®Google Scholar
• Balandin, S., & Goldbart, J. (2011). Qualitative research and AAC: Strong methods and new topics. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 27(4), 227–228. doi:10.3109/07434618.2011.630409
   PubMed Web of Science ®Google Scholar
• Barton, E. E., & Fettig, A. (2013). Parent-implemented interventions for young children with disabilities: A review of fidelity features. Journal of Early Intervention, 35(2), 194–219. doi:10.1177/1053815113504625
   Web of Science ®Google Scholar
• Baxendale, J., Frankham, J., & Hesketh, A. (2001). The Hanen parent programme: A parent’s perspective. International Journal of Language & Communication Disorders, 36(S1), 511–516. doi:10.3109/13682820109177938
   PubMedGoogle Scholar
• Bransford, J., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
   Google Scholar
• Branson, D., & Demchak, M. (2009). The use of augmentative and alternative communication methods with infants and toddlers with disabilities: A research review. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 25(4), 274–286. doi:10.3109/07434610903384529
   PubMed Web of Science ®Google Scholar
• Brouwer, C. E., Day, D., Ferm, U., Hougaard, A. R., Hougaard, G. R., & Thunberg, G. (2011). Treating the actions of children as sensible: Investigating structures in interactions between children with disabilities and their parents. Journal of Interactional Research in Communication Disorders, 2(2), 153–182. doi:10.1558/jircd.v2i2.153
   Google Scholar
• Bruner, J. S. (1974). From communication to language—a psychological perspective. Cognition, 3(3), 255–287. doi:10.1016/0010-0277(74)90012-2
   Web of Science ®Google Scholar
• Bruner, J. S. (1985). Child’s talk: Learning to use language (Norton pbk. ed.). New York, NY: W. W. Norton & Co.
   Google Scholar
• Dempsey, I., Keen, D., Pennell, D., O’Reilly, J., & Neilands, J. (2009). Parent stress, parenting competence and family-centered support to young children with an intellectual or developmental disability. Research in Developmental Disabilities, 30(3), 558–566. doi:10.1016/j.ridd.2008.08.005
   PubMed Web of Science ®Google Scholar
• Dunst, C. J., & Trivette, C. M. (2012). Moderators of the effectiveness of adult learning method practices. Journal of Social Sciences, 8, 143–148. doi:10.3844/jssp.2012.143.148
   Google Scholar
• Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13(4), 370–378. doi:10.1002/mrdd.20176
   PubMedGoogle Scholar
• Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. doi:10.1111/j.1365-2648.2007.04569.x
   PubMed Web of Science ®Google Scholar
• Fäldt, A., Fabian, H., Thunberg, G., & Lucas, S. (2020). The study design of ComAlong Toddler: A randomised controlled trial of an early communication intervention. Scandinavian Journal of Public Health, 48(4), 391–399. doi:10.1177/1403494819834755
   PubMed Web of Science ®Google Scholar
• Ferm, U. (2006). Using language in social activities at home: A study of interaction between caregivers and children with and without disabilities (Publication No. 31) (Doctoral Dissertation, Gothenburg University). Gothenburg University Publications Electronic Archive. http://hdl.handle.net/2077/16792
   Google Scholar
• Ferm, U., Andersson, M., Broberg, M., Liljegren, T., & Thunberg, G. (2011). Parents and course leaders’ experiences of the ComAlong augmentative and alternative communication early intervention course. Disability Studies Quarterly, 31(4). doi:10.18061/dsq.v31i4.1718
   Google Scholar
• Flippin, M., & Crais, E. R. (2011). The need for more effective father involvement in early autism intervention: A systematic review and recommendations. Journal of Early Intervention, 33(1), 24–50. doi:10.1177/1053815111400415
   Web of Science ®Google Scholar
• Fogel, A. (1993). Two principles of communication: Co-regulation and framing. In J. Nadel & L. Camaioni (Eds.), New perspectives in early communication development (pp. 9–22). London: Routledge.
   Google Scholar
• Goldbart, J., & Marshall, J. (2004). “Pushes and pulls” on the parents of children who use AAC. Augmentative and Alternative Communication, 20(4), 194–208. doi:10.1080/07434610400010960
   Google Scholar
• Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112. doi:10.1016/j.nedt.2003.10.001
   PubMed Web of Science ®Google Scholar
• Iacono, T. A., Chan, J. B., & Waring, R. E. (1998). Efficacy of a parent-implemented early language intervention based on collaborative consultation. International Journal of Language & Communication Disorders, 33(3), 281–303. doi:10.1080/136828298247758
   PubMed Web of Science ®Google Scholar
• Iacono, T. A., Trembath, D., & Erickson, S. (2016). The role of augmentative and alternative communication for children with autism: Current status and future trends. Neuropsychiatric Disease and Treatment, 12, 2349–2361. doi:10.2147/NDT.S95967
   PubMed Web of Science ®Google Scholar
• Jonsson, A., Kristoffersson, L., Ferm, U., & Thunberg, G. (2011). The ComAlong communication boards: Parents’ use and experiences of aided language stimulation. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 27(2), 103–116. doi:10.3109/07434618.2011.580780
   PubMed Web of Science ®Google Scholar
• Kaiser, A. P., & Roberts, M. Y. (2013). Parent-implemented enhanced milieu teaching with preschool children who have intellectual disabilities. Journal of Speech, Language, and Hearing Research : JSLHR, 56(1), 295–309. doi:10.1044/1092-4388(2012/11-0231)
   PubMed Web of Science ®Google Scholar
• Kent-Walsh, J., Murza, K., Malani, M., & Binger, C. (2015). Effects of communication partner instruction on the communication of individuals using AAC: A meta-analysis. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 31(4), 271–214. doi:10.3109/07434618.2015.1052153
   PubMed Web of Science ®Google Scholar
• Light, J., McNaughton, D., Beukelman, D., Fager, S. K., Fried-Oken, M., Jakobs, T., & Jakobs, E. (2019). Challenges and opportunities in augmentative and alternative communication: Research and technology development to enhance communication and participation for individuals with complex communication needs. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 35(1), 1–12. doi:10.1080/07434618.2018.1556732
   PubMed Web of Science ®Google Scholar
• Mahoney, G., Perales, F., Wiggers, B., & Herman, B. (2006). Responsive teaching: Early intervention for children with Down syndrome and other disabilities. Down’s Syndrome, Research and Practice : The Journal of the Sarah Duffen Centre, 11(1), 18–28. doi:10.3104/perspectives.311
   PubMedGoogle Scholar
• Malterud, K. (2014). Kvalitativa metoder i medicinsk forskning: en introduktion (Vol. 3, [uppdaterade] uppl.). Lund: Studentlitteratur.
   Google Scholar
• Mandak, K., O'Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: A family systems framework for family-centered AAC services. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 33(1), 32–41. doi:10.1080/07434618.2016.1271453
   PubMed Web of Science ®Google Scholar
• Marshall, J., & Goldbart, J. (2008). ‘Communication is everything I think.’ Parenting a child who needs Augmentative and Alternative Communication (AAC). International Journal of Language & Communication Disorders, 43(1), 77–98. doi:10.1080/13682820701267444
   PubMed Web of Science ®Google Scholar
• Marshall, J., Goldbart, J., & Phillips, J. (2007). Parents’ and speech and language therapists’ explanatory models of language development, language delay and intervention. International Journal of Language & Communication Disorders, 42(5), 533–555. doi:10.1080/13682820601053753
   PubMed Web of Science ®Google Scholar
• Marshall, J., Harding, S., & Roulstone, S. (2017). Language development, delay and intervention-the views of parents from communities that speech and language therapy managers in England consider to be under-served. International Journal of Language & Communication Disorders, 52(4), 489–500. doi:10.1111/1460-6984.12288
   PubMed Web of Science ®Google Scholar
• McCollum, J., & Hemmeter, M. L. (1997). Parent and child interaction intervention when children have disabilities. In M. J. Guralnick (Ed.), The effectiveness of early intervention (pp. 549–576). Baltimore, MD: Paul H. Brookes Publishing Co.
   Google Scholar
• Moorcroft, A., Scarinci, N., & Meyer, C. (2019). “I’ve had a love-hate, I mean mostly hate relationship with these PODD books”: Parent perceptions of how they and their child contributed to AAC rejection and abandonment. Disability and Rehabilitation: Assistive Technology, 55, 1–11. doi:10.1080/17483107.2019.1632944
   Google Scholar
• Moorcroft, A., Scarinci, N., & Meyer, C. (2020). ‘We were just kind of handed it and then it was smoke bombed by everyone’: How do external stakeholders contribute to parent rejection and the abandonment of AAC systems? International Journal of Language & Communication Disorders, 55(1), 59–69. doi:10.1111/1460-6984.12502
   PubMed Web of Science ®Google Scholar
• Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1(2), 13–22. doi:10.1177/160940690200100202
   Google Scholar
• Pennington, L., Goldbart, J., & Marshall, J. (2004). Interaction training for conversational partners of children with cerebral palsy: A systematic review. International Journal of Language & Communication Disorders, 39(2), 151–170. doi:10.1080/13682820310001625598
   PubMed Web of Science ®Google Scholar
• Pickles, A., Le Couteur, A., Leadbitter, K., Salomone, E., Cole-Fletcher, R., Tobin, H., … Green, J. (2016). Parent-mediated social communication therapy for young children with autism (PACT): Long-term follow-up of a randomised controlled trial. The Lancet, 388(10059), 2501–2509. doi:10.1016/S0140-6736(16)31229-6
   PubMed Web of Science ®Google Scholar
• Rensfeldt Flink, A., Åsberg Johnels, J., Broberg, M., & Thunberg, G. (2020). Examining perceptions of a communication course for parents of children with profound intellectual and multiple disabilities. International Journal of Developmental Disabilities, 1–12. doi:10.1080/20473869.2020.1721160
   Google Scholar
• Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180–199. doi:10.1044/1058-0360(2011/10-0055)
   PubMed Web of Science ®Google Scholar
• Romski, M. A., & Sevcik, R. (2018). The complexities of AAC intervention research: Emerging trends to consider. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 34(4), 258–264. doi:10.1080/07434618.2018.1526319
   PubMed Web of Science ®Google Scholar
• Romski, M. A., Sevcik, R. A., Adamson, L. B., Cheslock, M., Smith, A., Barker, R. M., & Bakeman, R. (2010). Randomized comparison of augmented and nonaugmented language interventions for toddlers with developmental delays and their parents. Journal of Speech, Language, and Hearing Research : Jslhr, 53(2), 350–364. doi:10.1044/1092-4388(2009/08-0156)
   PubMed Web of Science ®Google Scholar
• Romski, M. A., Sevcik, R. A., Adamson, L. B., Smith, A., Cheslock, M., & Bakeman, R. (2011). Parent perceptions of the language development of toddlers with developmental delays before and after participation in parent-coached language interventions. American Journal of Speech-Language Pathology, 20(2), 111–118. doi:10.1044/1058-0360(2011/09-0087)
   PubMed Web of Science ®Google Scholar
• Schlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17(3), 212–230. doi:10.1044/1058-0360(2008/021)
   PubMed Web of Science ®Google Scholar
• Tomasello, M. (2001). Perceiving intentions and learning words in the second year of life. In M. Bowerman & S. Levinson (Eds.), Language acquisition and conceptual development (pp. 132–158). Cambridge: Cambridge University Press.
   Google Scholar
• Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349–357. doi:10.1093/intqhc/mzm042
   PubMed Web of Science ®Google Scholar
• Warren, S. F., & Brady, N. C. (2007). The role of maternal responsivity in the development of children with intellectual disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 13(4), 330–338. doi:10.1002/mrdd.20177
   PubMedGoogle Scholar
• Wetherby, A. M., & Prizant, B. M. (2002). Communication and symbolic behavior scales developmental profile (First Normed Edition). Baltimore, MD: Paul H., Brookes Publishing Co.
   Google Scholar
• Woods, J. J., Wilcox, M. J., Friedman, M., & Murch, T. (2011). Collaborative consultation in natural environments: Strategies to enhance family-centered supports and services. Language, Speech, and Hearing Services in Schools, 42(3), 379–392. doi:10.1044/0161-1461(2011/10-0016)
   PubMed Web of Science ®Google Scholar