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

<b>Purpose:</b> This study examined speech and language pathologists’ (SLPs’) perceptions and practices of communication partner training with high-tech speech generating devices (SGDs). <b>Method:</b> Fifteen SLPs were recruited throughout Sweden. The SLPs answered a study-specific questionnaire on communication partner training in relation to communication partners to children with severe cerebral palsy and intellectual disability. The results were analysed with descriptive statistics (closed-ended questions, responses on Likert scales) and content analysis (open-ended question) using ICF-CY. <b>Results</b>: Twelve SLPs completed the survey. Half had no or one training session with communication partners in the last year. One-third never used documents for goal-setting. Half seldom or never taught communication partner strategies. Three quarters only used verbal instructions. The main obstacles were environmental factors. <b>Conclusions:</b> This study contributes valuable knowledge about high-tech SGD interventions targeting communication partners. The high-tech SGD intervention may benefit from goal-setting, extended number of training sessions and a range of instructional approaches.Implications for RehabilitationSpeech and language pathologist (SLPs) reported that children with severe cerebral palsy and intellectual disability (SSPI) can benefit from speech generating device (SGD) communication.Communication partner strategies and goal-setting supports the development of communication with SGD. SLPs seldom taught stakeholder communication partner strategies and instruments for goal-setting.Because stakeholders may vary in their way of learning SLPs need to use a variety of instructional approaches. SLPs used few instructional approaches, typically verbal information. Speech and language pathologist (SLPs) reported that children with severe cerebral palsy and intellectual disability (SSPI) can benefit from speech generating device (SGD) communication. Communication partner strategies and goal-setting supports the development of communication with SGD. SLPs seldom taught stakeholder communication partner strategies and instruments for goal-setting. Because stakeholders may vary in their way of learning SLPs need to use a variety of instructional approaches. SLPs used few instructional approaches, typically verbal information.

<b>研究目的：</b> 本研究旨在探讨言语语言治疗师（Speech and Language Pathologists, SLPs）针对高科技言语生成设备（Speech Generating Devices, SGDs）开展沟通伙伴培训的认知与实践现状。<b>研究方法：</b> 本研究在瑞典全境招募了15名言语语言治疗师，要求其填写针对本研究设计的专用调查问卷，内容围绕为重度脑瘫伴智力障碍儿童的沟通伙伴提供沟通伙伴培训的相关情况。本研究采用描述性统计法（针对封闭式问题及李克特量表作答项）与内容分析法（针对开放式问题），并依据《国际功能、残疾和健康分类儿童及青少年版》（ICF-CY）开展数据分析。<b>研究结果：</b> 最终共有12名言语语言治疗师完成本次调查。其中半数受访者在过去一年内未开展或仅开展过1次沟通伙伴培训；三分之一的受访者从未使用过目标设定相关文档；半数受访者极少或从未教授过沟通伙伴策略；四分之三的受访者仅采用口头指导这一种培训方式。本次培训实施的主要障碍来自环境因素。<b>研究结论：</b> 本研究为针对沟通伙伴的高科技言语生成设备干预方案提供了具有参考价值的研究成果。此类高科技言语生成设备干预可通过引入目标设定流程、增加培训场次以及采用多元化教学方法来优化实施效果。康复实践启示：言语语言治疗师指出，重度脑瘫伴智力障碍儿童（Severe Cerebral Palsy and Intellectual Disability, SSPI）可通过言语生成设备（Speech Generating Devices, SGDs）沟通获益。沟通伙伴策略与目标设定有助于提升儿童使用言语生成设备的沟通能力。但当前言语语言治疗师极少向利益相关方传授沟通伙伴策略及目标设定工具。鉴于利益相关方的学习方式存在个体差异，言语语言治疗师需采用多元化的教学方法。本次研究中，治疗师所采用的教学方法较为单一，多以口头告知为主。言语语言治疗师指出，重度脑瘫伴智力障碍儿童（Severe Cerebral Palsy and Intellectual Disability, SSPI）可通过言语生成设备（Speech Generating Devices, SGDs）沟通获益。沟通伙伴策略与目标设定有助于提升儿童使用言语生成设备的沟通能力。但当前言语语言治疗师极少向利益相关方传授沟通伙伴策略及目标设定工具。鉴于利益相关方的学习方式存在个体差异，言语语言治疗师需采用多元化的教学方法。本次研究中，治疗师所采用的教学方法较为单一，多以口头告知为主。