Parents’ lived experience of community interaction involving their young child with Communication Support Needs
Tracks
5
Advocacy
Alternative and Augmentative Communication (AAC)
Collaboration
Communication difference
Complex communication needs (CCN)
Disability
Diversity, Equity and Inclusion (DE&I)
Social communication
| Friday, June 13, 2025 |
| 1:55 PM - 2:05 PM |
Overview
Caitlin Slaney
Details
⏫ Research insights
⏲️ 1.55pm - 2.15pm
⌛ 20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
⏲️ 1.55pm - 2.15pm
⌛ 20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Miss Caitlin Slaney
Charles Sturt University
Parents’ lived experience of community interaction involving their young child with Communication Support Needs
1:55 PM - 2:15 PMPresentation summary
Objectives: Participating in community environments and interacting with community members is a right of every child; however, there is little evidence of how these experiences can be supported for children with Communication Support Needs (CSN). This presentation provides preliminary insights from parents' perspectives in the context of their child meeting people in community environments.
Method: Applying a phenomenological approach, 60-90 minute semi-structured interviews were conducted with parents of children aged 3-6 years with CSN. After member checking, data were analysed using reflexive thematic analysis to focus on the community experiences and meanings portrayed by participants. Ethical approval was granted by Charles Sturt University Human Research Ethics Committee (H23665).
Results: Participants were 11 parents of 10 children aged 3-6 years with CSN who lived across rural and metropolitan Australia. Parents shared stories of their child interacting with children and adults in numerous everyday community environments and the impact of community members on these experiences. Through analysis of parents’ stories, a range of community member attributes that impact these experiences emerged. These included openness and curiosity, existing knowledge and skill, attitudes towards disability and using different communication modes, and expectations of interactions when connecting with children with CSN. Parents identified the role of these in both ‘successful’ and ‘unsuccessful’ experiences, with successful ones being built on openness to engage with the child through their preferred ways of communicating. Parents explored their role and how others can support shifting these attributes to enhance children’s community experiences.
Conclusions: The stories shared by parents of children with CSN highlight parents’ perspectives on the range of attributes of community members that influence how they connect with these children. Understanding these different experiences provides insight into opportunities to collaboratively advocate and build community capabilities to ensure that every child and their family has positive community experiences.
Method: Applying a phenomenological approach, 60-90 minute semi-structured interviews were conducted with parents of children aged 3-6 years with CSN. After member checking, data were analysed using reflexive thematic analysis to focus on the community experiences and meanings portrayed by participants. Ethical approval was granted by Charles Sturt University Human Research Ethics Committee (H23665).
Results: Participants were 11 parents of 10 children aged 3-6 years with CSN who lived across rural and metropolitan Australia. Parents shared stories of their child interacting with children and adults in numerous everyday community environments and the impact of community members on these experiences. Through analysis of parents’ stories, a range of community member attributes that impact these experiences emerged. These included openness and curiosity, existing knowledge and skill, attitudes towards disability and using different communication modes, and expectations of interactions when connecting with children with CSN. Parents identified the role of these in both ‘successful’ and ‘unsuccessful’ experiences, with successful ones being built on openness to engage with the child through their preferred ways of communicating. Parents explored their role and how others can support shifting these attributes to enhance children’s community experiences.
Conclusions: The stories shared by parents of children with CSN highlight parents’ perspectives on the range of attributes of community members that influence how they connect with these children. Understanding these different experiences provides insight into opportunities to collaboratively advocate and build community capabilities to ensure that every child and their family has positive community experiences.
Refrences
Batorowicz, B., Campbell, F., von Tetzchner, S., King, G., & Missiuna, C. (2014). Social participation of school-aged children who use communication aids: The views of children and parents. Augmentative and Alternative Communication, 30(3), 237-251. https://doi.org/10.3109/07434618.2014.940464
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
Department of Education and Training. (2009). Belonging, being & becoming: The early years learning framework for Australia. https://www.dese.gov.au/national-quality-framework-early-childhood-education-and-care/resources/belonging-being-becoming-early-years-learning-framework-australia
Fernandeza, Y., Ziviania, J., Cuskellyd, M., Colquhouna, R., & Jonese, F. (2018). Participation in community leisure programs: Experiences and perspectives of children with developmental difficulties and their parents. Leisure Sciences, 40(3), 110-130. https://doi.org/10.1080/01490400.2017.1408509
Fossey, E., Harvey, C., McDermott, F., & Davidson, L. (2002). Understanding and evaluating qualitative research. Australasian Psychiatry: Bulletin of the Royal Australian and New Zealand College of Psychiatrists, 36(6), 717-732. https://doi.org/10.1046/j.1440-1614.2002.01100.x
Kaljaca, S., Ducic, B., & Cvijetic, M. (2019). Participation of children and youth with neurodevelopmental disorders in after-school activities. Disability and Rehabilitation, 41(17), 2036-2048. https://doi.org/10.1080/09638288.2018.1457092
McAllister, L., & Lyons, R. (2022). Evidence Matters: Strategies for ensuring rigour in designing, doing, and publishing qualitative research. Journal of Clinical Practice in Speech-Language Pathology, 24(3), 149-153. https://doi.org/https://speechpathologyaustralia.cld.bz/JCPSLP-Vol-24-No-3/39/
McGarty, A. M., Westrop, S. C., & Melville, C. A. (2021). Exploring parents' experiences of promoting physical activity for their child with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 34(1), 140-148. https://doi.org/10.1111/jar.12793
QSR International. (2018). NVivo version 12. https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home
Shields, N., & Synnot, A. (2016). Perceived barriers and facilitators to participation in physical activity for children with disability: A qualitative study. BMC Pediatrics, 16(9), 1-10. https://doi.org/10.1186/s12887-016-0544-7
Thirumanickam, A., Raghavendra, P., & Olsson, C. (2011). Participation and social networks of school-age children with complex communication needs: A descriptive study. AAC: Augmentative & Alternative Communication, 27(3), 195-204. https://doi.org/10.3109/07434618.2011.610818
United Nations. (20 November 1989). Convention on the Rights of the Child. Treaty Series, 1577. https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
Department of Education and Training. (2009). Belonging, being & becoming: The early years learning framework for Australia. https://www.dese.gov.au/national-quality-framework-early-childhood-education-and-care/resources/belonging-being-becoming-early-years-learning-framework-australia
Fernandeza, Y., Ziviania, J., Cuskellyd, M., Colquhouna, R., & Jonese, F. (2018). Participation in community leisure programs: Experiences and perspectives of children with developmental difficulties and their parents. Leisure Sciences, 40(3), 110-130. https://doi.org/10.1080/01490400.2017.1408509
Fossey, E., Harvey, C., McDermott, F., & Davidson, L. (2002). Understanding and evaluating qualitative research. Australasian Psychiatry: Bulletin of the Royal Australian and New Zealand College of Psychiatrists, 36(6), 717-732. https://doi.org/10.1046/j.1440-1614.2002.01100.x
Kaljaca, S., Ducic, B., & Cvijetic, M. (2019). Participation of children and youth with neurodevelopmental disorders in after-school activities. Disability and Rehabilitation, 41(17), 2036-2048. https://doi.org/10.1080/09638288.2018.1457092
McAllister, L., & Lyons, R. (2022). Evidence Matters: Strategies for ensuring rigour in designing, doing, and publishing qualitative research. Journal of Clinical Practice in Speech-Language Pathology, 24(3), 149-153. https://doi.org/https://speechpathologyaustralia.cld.bz/JCPSLP-Vol-24-No-3/39/
McGarty, A. M., Westrop, S. C., & Melville, C. A. (2021). Exploring parents' experiences of promoting physical activity for their child with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 34(1), 140-148. https://doi.org/10.1111/jar.12793
QSR International. (2018). NVivo version 12. https://www.qsrinternational.com/nvivo-qualitative-data-analysis-software/home
Shields, N., & Synnot, A. (2016). Perceived barriers and facilitators to participation in physical activity for children with disability: A qualitative study. BMC Pediatrics, 16(9), 1-10. https://doi.org/10.1186/s12887-016-0544-7
Thirumanickam, A., Raghavendra, P., & Olsson, C. (2011). Participation and social networks of school-age children with complex communication needs: A descriptive study. AAC: Augmentative & Alternative Communication, 27(3), 195-204. https://doi.org/10.3109/07434618.2011.610818
United Nations. (20 November 1989). Convention on the Rights of the Child. Treaty Series, 1577. https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child
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Caitlin Slaney is a speech pathologist and PhD candidate at Charles Sturt University. Her project focuses on community participation for preschool-aged children with complex communication needs. Caitlin completed a Bachelor in Health Science (Speech Pathology) (Honours) in 2015 at Charles Sturt University.
Since then, she has specialised in early intervention for children who have a disability. In 2019, Caitlin started lecturing at Charles Sturt University, focusing on communication disabilities and multimodal communication/AAC. In 2023, this role expanded to include supporting students on clinical placement as a clinical educator.
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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