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Speech-Language Pathologists' Perceptions of Implementing Communication Intervention with Students with Multiple and
Tania De Bortoli1, Michael Arthur-Kelly1, Bernice Mathisen2
1a Centre for Special Education and Disability Studies, University of Newcastle , Australia.
Summary
Speech-language pathologists (SLPs) face many challenges implementing communication interventions for students with severe disabilities. Systemic support is crucial for effective intervention delivery.
Area of Science:
- Speech and Language Therapy
- Special Education
- Disability Studies
Background:
- Effective communication interventions are vital for students with multiple and severe disabilities.
- Implementation challenges can hinder the success of these interventions.
- Understanding SLPs' perspectives is key to improving service delivery.
Purpose of the Study:
- To explore speech-language pathologists' (SLPs) perceptions and experiences regarding factors influencing communication intervention implementation.
- To identify barriers and facilitators to implementing communication interventions for students with multiple and severe disabilities.
Main Methods:
- Qualitative study involving eight SLPs in New South Wales, Australia.
- Data collected through individual interviews and a focus group.
- Thematic analysis of interview transcripts to identify key themes.
Main Results:
- SLPs' experience, skills, and professional development were significant factors.
- Collaboration with teachers and families emerged as crucial.
- Home and school contexts, government policies, and societal attitudes also influenced implementation.
- Complex interplay of individual, contextual, and systemic factors identified.
Conclusions:
- Effective implementation requires addressing multifaceted influences.
- Systemic supports at multiple levels are necessary to enhance intervention delivery.
- Further research into tailored systemic interventions is warranted.