Caregivers’ insights into supporting late talkers using Target Word™ Hanen Program® for parents
Tracks
Concurrent session M1
Early language
Expressive language
Paediatric/Infant
Parent training
Research
Vocabulary
| Monday, May 27, 2024 |
| 2:30 PM - 2:45 PM |
| BelleVue Ballroom 02 |
Overview
Sarah Bartlett and Sharynne McLeod
Details
⏫ Research insights
📚 Assumed knowledge of attendees: Intermediate (some previous learning/working knowledge of topic e.g. treated a few cases)
📚 Assumed knowledge of attendees: Intermediate (some previous learning/working knowledge of topic e.g. treated a few cases)
Presenter
Mrs Sarah Bartlett
PhD Student and clinician
Charles Sturt University, Early Ed Sydney
Caregivers’ insights into supporting late talkers using Target Word™ Hanen Program® for parents
2:30 PM - 2:45 PMPresentation summary
Background: Children who are late talkers benefit from interventions such as Target Word™ Hanen Program® for Parents. Understanding caregivers’ experiences can assist speech-language pathologists (SLPs) to promote caregivers’ active engagement to positively impact child outcomes.
Aim: To explore caregivers’ experiences and engagement during the 16-week Target Word™ intervention.
Method: Caregivers (n=5) who had recently completed Target Word™ attended online focus groups to share their perspectives. Qualitative Interpretative Description (ID) methodology was used to understand their experiences. Transcripts of these focus groups were analysed using Reflexive Thematic Analysis.
Results: Two themes were identified. Firstly, that caregivers described explicit roles for SLPs to support their engagement at three time points: (a)in the beginning (clarify expectations), (b) middle (enable caregiver to link changes in their behaviour to positive child outcomes with key learning opportunities) and (c) end (empower caregivers to implement strategies and monitor progress). Secondly, that caregiver engagement in learning is individual to each caregiver, influenced by (a) individual needs and expectations, (b) active engagement during key learning moments, (c) the broader environment.
Conclusion: Caregivers participating in Target Word™ experienced unique engagement journeys over the course of the program. SLPs can explicitly facilitate participation at each phase of Target Word™ to promote active engagement for learning and caregiver empowerment to support their children’s language growth.
Aim: To explore caregivers’ experiences and engagement during the 16-week Target Word™ intervention.
Method: Caregivers (n=5) who had recently completed Target Word™ attended online focus groups to share their perspectives. Qualitative Interpretative Description (ID) methodology was used to understand their experiences. Transcripts of these focus groups were analysed using Reflexive Thematic Analysis.
Results: Two themes were identified. Firstly, that caregivers described explicit roles for SLPs to support their engagement at three time points: (a)in the beginning (clarify expectations), (b) middle (enable caregiver to link changes in their behaviour to positive child outcomes with key learning opportunities) and (c) end (empower caregivers to implement strategies and monitor progress). Secondly, that caregiver engagement in learning is individual to each caregiver, influenced by (a) individual needs and expectations, (b) active engagement during key learning moments, (c) the broader environment.
Conclusion: Caregivers participating in Target Word™ experienced unique engagement journeys over the course of the program. SLPs can explicitly facilitate participation at each phase of Target Word™ to promote active engagement for learning and caregiver empowerment to support their children’s language growth.
Key messages
At the conclusion of my presentation, attendees will take away
Key message 1: That clinicians have a key role in promoting caregiver engagement and learning in caregiver implemented programs.
Key message 2: That the role of the clinician requires explicit considerations when supporting caregivers at different phases in an intervention program: the beginning, middle and end phases.
Key message 3: That the role of the clinician is to consider the breadth of caregiver perspectives, and how to individualise caregivers' engagement to support their children.
Key message 1: That clinicians have a key role in promoting caregiver engagement and learning in caregiver implemented programs.
Key message 2: That the role of the clinician requires explicit considerations when supporting caregivers at different phases in an intervention program: the beginning, middle and end phases.
Key message 3: That the role of the clinician is to consider the breadth of caregiver perspectives, and how to individualise caregivers' engagement to support their children.
**********
Professor Sharynne McLeod
Professor
Charles Sturt University
Caregivers’ insights into supporting late talkers using Target Word™ Hanen Program® for parents
2:30 PM - 2:45 PM**********
Professor Sharynne McLeod, Ph.D. is a speech pathologist and professor of speech and language acquisition at Charles Sturt University, Australia. She has received Life Membership of Speech Pathology Australia and Honors of the American Speech-Language-Hearing Association. She is an elected Fellow of the Academy of the Social Sciences in Australia and the Royal Society of New South Wales, and was an Australian Research Council Future Fellow. She is President of the International Clinical Linguistics and Phonetics Association, a Board Certified Member of the American Board of Child Language and Language Disorders and served as editor of the International Journal of Speech-Language Pathology for 9 years. The Australian Newspaper named her Australia’s Research Field Leader in Audiology, Speech and Language Pathology (2018, 2019, 2020, 2022) and Best in the World based on the “quality, volume and impact” of research in the field (2019, 2023).
Session chair
Shaun Ziegenfusz
Co-CEO| Lecturer
Griffith University | The DLD Project
Student volunteer(s)
Lillian Hennessy-Ellis
Student
Curtin University
Michelle Spillman
Edith Cowan University
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
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