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.

研究目的：本研究旨在探讨言语语言治疗师（Speech and Language Pathologists, SLPs）针对采用高科技言语生成设备（Speech Generating Devices, SGDs）的沟通伙伴开展训练的认知与实践现状。
研究方法：本研究在瑞典全境招募15名言语语言治疗师，要求其填写专为本次研究设计的问卷，内容涉及针对重度脑瘫合并智力障碍儿童的沟通伙伴训练相关议题。研究采用描述性统计方法（针对封闭式问题及李克特量表作答结果）与基于国际功能、残疾和健康分类儿童青少年版（International Classification of Functioning, Disability and Health for Children and Youth, ICF-CY）的内容分析法（针对开放式问题）对调研数据进行分析。
研究结果：最终共有12名言语语言治疗师完成问卷。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向沟通伙伴教授相关策略；四分之三的受访者仅采用口头指导作为培训方式。本次调研发现的主要阻碍因素为环境类因素。
研究结论：本研究为针对高科技言语生成设备的沟通伙伴干预领域提供了极具价值的研究数据。此类高科技言语生成设备干预可通过引入目标设定流程、增加培训场次以及丰富教学手段实现优化。
康复实践启示：
言语语言治疗师指出，重度脑瘫合并智力障碍（Severe Cerebral Palsy and Intellectual Disability, SSPI）儿童可通过使用言语生成设备进行沟通获益。沟通伙伴策略与目标设定流程有助于提升儿童使用言语生成设备的沟通能力发展。当前言语语言治疗师极少向利益相关方教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样化的教学手段，但目前其使用的教学手段较为单一，通常仅为口头信息传递。