跨学科的合作和临床管理挪威学龄前儿童口语:"谁,什么,什么时候,在哪里?"
Melanie Kirmess1, Karianne Berg2, Elisabeth Holm Hansen3
1Department of Special Needs Education, University of Oslo, Oslo, Norway.
Scandinavian journal of primary health care
|July 15, 2025
概括
对于自语的学前儿童进行跨学科合作,显示了服务交付的变化. 提高专业知识和系统结构是公平的早期干预所需的.
科学领域:
- 语音语言病理学 语言病理学
- 幼儿教育 幼儿教育 幼儿教育
- 公共卫生 公共卫生
背景情况:
- 儿童口吃会影响语言和心理社会发展.
- 早期干预至关重要,但需要明确的专业角色和父母的合作.
- 确保对口吃的幼儿提供公平的最佳实践干预措施至关重要.
研究的目的:
- 调查幼儿专业人员和家长对自语的学前儿童进行跨学科合作的经验.
- 在早期干预服务的合作过程中识别挑战和促进者.
- 了解各种专业人士和参与支持吃儿童的家长的观点.
主要方法:
- 使用焦点小组和个人数字访谈进行定性研究.
- 18名参与者包括全科医生,公共卫生护士,语音语言病理学家,学前教育老师和家长.
- 使用定性内容分析来分析数据.
主要成果:
- 出现了三个主题:协作例程,早期干预能力和服务组织.
- 专业人士经常双双合作,特别是语音语言病理学家和学前教育老师.
- 服务提供被认为是个人的依赖,一些父母积极寻求信息以满足孩子的需求.
结论:
- 目前的系统可能会导致对自语的学龄前儿童的服务不平等.
- 在医疗保健和教育方面需要有系统的结构和增强的专业知识.
- 改善跨学科合作是提供一致和有效的早期干预的关键.
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