1. JENNIFER KUDSIN BA, MSU 2ND
YEAR SLP STUDENT
LINDSAY REILLY BA, MSU 2ND
YEAR SLP STUDENT
MALLORY MAST M.A., CFY-SLP
LAURA JENSEN-HUNT
VICTORIA MEEDER
Partners in
Communication
2. Background of Our Group
Our EOT & TA presentation
Discussion with professionals and parents during
presentation
Identified a need for a “translation tool”
Continued collaboration and discussion with
Partners in Communication
3. Barriers of Communication
Barrier: anything that restrains or obstructs
progress or access to services.
Discuss barriers from the parents’ perspectives
What could keep a parent from following through with
suggestions from the speech and language therapist.
What would prevent the SLPs from fully understanding
each parent’s perspective of speech and language
therapy?
4. Strategies that Empower Parents
Knowledge is power
Support the parent to take action
Focus on what is and could be rather than
simply what isn’t and should be
Shift the focus from focusing on problems to
focusing on possibilities by developing a proactive
vision with clients
“Connection not correction”
(Madsen 2009 & Crais et al. 2006)
5. Strategies that Empower Parents
Clinician should view herself as the coach, not
the star player
Coaching is an interactive process of
observation of the parent and reflection with
the parent
The coach promotes the parents ability and
provides encouragement
Coach supports the parent in developing and
refining their skills
(Rush et al. 2003)
6. Strategies that Empower Parents
Strive to gain an understanding of family
resources: time, space, energy, material
Learn families interest, preference, and
concerns
Support caretakers beyond the playgroup
(Hidecker et al. 2009, Shannon 2004, )
7. Strategies to Empower SLPs
Strategies that allow the SLP to overcome barriers
from his/her own perspective
Compare SLP own beliefs of therapy to the
principles of the family-centered model.
Evaluate the institution’s beliefs of therapy to the
principles of family-centered model.
Intervention team could create a self-rating scale
(Crais, 1991)
9. Translation Tool for Parents and Service Providers
Discuss the translation tool
Discussion of ways to use the tool as a resource
“the development of a real partnership with the
client is the foundation of effective practice”
(Madsen, 2009)
10. Tool Example
Professional Definition
AAC involves attempts to
study and when necessary
compensate for temporary or
permanent impairments,
activity limitations, and
participation restrictions of
individuals with severe
disorders of speech-language
production and/or
comprehension, including
spoken and written modes of
communication.
(ASHA, 2005)
Parent Definition
Augmentative or Alternative
Communication (AAC) is when
other ways to communicate
are used, such as picture or
symbol boards, photographs,
simple drawings, and
software programs for
computers. Often AAC is used
when an individual has
significant challenges using
speech or sign language.
11. Thank You!
American Speech-Language-Hearing Association. (2005). Roles and Responsibilities of Speech-Language Pathologists With
Respect to Augmentative and Alternative Communication: Position Statement [Position Statement]. Available from
www.asha.org/policy.
Bruce, M., DiVenere, N., & Bergeron, C. (1998). Preparing students to understand and honor families as
partners. American Journal of Speech-Language Pathology, 7, 85-94.
Crais, E.R., Roy, V.P., & Free, K. (2006). Parents' and professionals' perceptions of the implementation of family-
centered practices in child assessments. American Journal of Speech Language Pathology, 15, 365-377.
Crais, E. (1993). Families and professionals as collaborators in assessment. Topics in Language Disorders, 14, 29-40.
Crais, E.R. (1991). Moving from “parent involvement” to family-centered services. American Journal of Speech
Language Pathology, 1, 5-8.
Hidecker Cooley, M. J., Jones, R.S., Imig, D.R., & Villarruel, F.A. (2009).Using family paradigms to improve evidence-
based practice. American Journal of Speech-Language Pathology, 18, 212-221.
Madsen, W.C. (2009). Collaborative helping: A practice framework for family-centered services. Family Process, 48,
103-116.
Rush, D.D., Shelden, M.L., & Hanft, B.E. (2003). Coaching families and colleagues. Infants & Young Children, 16, 1, 33-
47.
Trute, B. & Hiebert-Murphy, D. (2007). The implications of “working alliance” for the measurement and evaluation of
family-centered practice in childhood disability services. Infants & Young Children, 20, 2, 109-119.
Winton, P., & DiVenere, N. (1995) Family-professional partnerships in early intervention personnel preparation:
Guidelines and strategies. Topics in Early Childhood Special Education, 15, 296-313.
Editor's Notes
Laura and Victoria please feel free to add your credentials to the end of your names if needed
Self Introductions
-30 seconds to 1 minute per person
7 minutes
Lindsay
-We were asked to prepare a presentation that involved providing education to the community in the field of speech language pathology. The goal of our presentation was to provide an overview of the field to other professionals in order to enhance collaboration.
**LAURA**
We thought you could present how the audience reacted to our presentation, then how we decided the need for a “translation tool” and how we became Partners in Communication. Save the major discussion of the tool for the end of the presentation.
10 Minutes
Mallory
Describe what a barrier is.
**Victoria**
Can you be the individual to facilitate the group discussion. Just ask them the bulleted questions, “Barriers that inhibit speech and language therapy from the parents’ perspectives.” and “Barriers that inhibit speech and language therapy from the SLP’s perspective
Jen
1. Provide parents with information before the meeting to give them time to think it through Work on preassessment planning: encompasses a relatively newer set of practices related to family-centered care including meeting with the family before the assessment and being asked to help plan the upcoming assessment. Family could also help to identify strategies to use in the upcoming assessment. Preview the written report and provide suggested changes. (Crais et al.)
2. (by using the dictionary tool to comprehend the terms and not feel overwhelmed) (Crais et al.)
3. It is difficult to not hold some normative model of family functioning that is influenced by our own values and from which we implicitly operate.
4. “connection before correction” when faced with actions that we find problematic and/or personally challenging, we can elicit client’s intentions, purposes, and preferred views of self that we can come to respect and apprieciate. From that foundation we can examine with clients the discrepancies between important future goals and the effects of the current behavior.
lindsay
Lindsay
Mallory
Jen
5 Minutes
Jen
-Short description of the tool
-One example,