探索学校语音语言治疗服务的评估结果:一个顺序的代设计
Peter T Cahill1, Stella Ng2,3, Lyn S Turkstra1
1School of Rehabilitation Science, McMaster University, Hamilton, ON, Canada.
Frontiers in rehabilitation sciences
|February 5, 2024
概括
学校社区成员确定了语音语言服务的关键成果,包括满足需求,团队合作,能力建设和支持教育. 目前的措施不充分捕捉这些估值影响.
科学领域:
- 语音语言病理学 语言病理学
- 教育心理学教育心理学
- 医疗保健研究成果研究结果
背景情况:
- 高质量,以家庭为中心的护理需要实现社区成员所重视的结果.
- 目前关于学校语音语言服务的研究狭地定义了结果,而不是与家庭,教师和儿童的优先事项保持一致.
- 基于学校的语音语言服务的最重要的结果仍未得到充分研究.
研究的目的:
- 为了解决基于学校的语音语言服务的评估结果的理解差距.
- 确定和优先考虑社区成员认为对评估和改进这些服务最相关的结果.
主要方法:
- 一个连续的,代的混合方法研究,涉及对14名家庭成员,教育工作者和语音语言治疗师的采访.
- 总结性内容分析和结构性主题建模用于分析定性数据.
- 通过主题比例和定性分析,比较各利益相关者群体的观点.
主要成果:
- 六个关键的结果主题出现了:满足需求,团队合作,能力建设,支持个人需求,协调护理和支持教育目标.
- 家庭优先满足需求和协调护理;教育工作者专注于学生的个人需求.
- 语音语言治疗师强调能力建设和支持教育目标;所有商定的当前措施都不够.
结论:
- 评估结果包括个人,人际关系和系统层面的影响,利益相关者之间优先级不同.
- 需要就学校语音语言服务的最重要的结果达成共识.
- 优先考虑结果对于开发有效的测量工具至关重要.
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