Rena Lyons

It's Just So Lovely to Hear Him Talking: Exploring the Early-Intervention Expectations and Experiences of Parents.

Little research to date explores parental experiences of early intervention. This study uses action research over a six-month period to explore the expectations and experiences of parents whose children attended an early-intervention group for speech/language impairments. This intervention programme was facilitated by a speech and language therapist and a psychologist and took place in the West of Ireland. Two focus groups were conducted with the parents of these children: one pre-intervention and one post-intervention. The focus groups were facilitated by two of the authors who were unfamiliar to the participants. Following each focus group, a summary of themes that emerged from the discussion was discussed with the clinical staff. Two changes were subsequently implemented: the timing of the group and clarification of parents’ roles. Thematic network analysis was conducted in accordance with the processes outlined by Attride-Stirling (2001). Three global themes of progress, uncertainty and dissatisfaction emerged from the analysis pre- and post-intervention. In addition the global theme of certainty emerged pre-therapy and the global theme of satisfaction emerged post-therapy. The findings of this study highlight the importance of both service users and clinical staff co-constructing a shared frame of reference so that they can engage more fully in the therapy process.

The association between academic self‐beliefs and reading achievement among children at risk of reading failure

This paper investigates whether children’s academic self-beliefs are associated withreadingachievementandwhethertherelationshipismodifiedbygenderand/orage.Datawerecollectedfromchildrenatrisk ofreadingfailure,thatis, emergentreaders(6-to8-year-olds)insocioeconomicallydisadvantagedareasreadingatalevelbelowthepop-ulationmean.Theauthors’ownmeasureofattitudetoreadingandperceivedcompetencewas used. The study found a significant positive association between attitude to readingin class and vocabulary and phonemic awareness and a significant negative associationbetween perceivedcompetence at readinginclass andsingle-word readingandspelling.Girls’attitudetoreadingandperceivedcompetenceweremorepositivelyassociatedwithreadingachievement,andthiswasmostevidentinthefirstgrade.Perceivedcompetencewas inflated among those with the poorest reading and also among boys, in associationwith reading-related skills found most challenging by children in this sample.Children’s academicself-beliefscan besignificantly associated withreading achievement,asvarious studies have shown (Chapman, Tunmer,& Prochnow, 2000;Coddington & Guthrie,2009;Guthrie,Wigfield,Metsala,CHansfordHLoganJMarsh, 2002;Marsh & Craven, 2006; Marsh & O’Mara, 2008; Mata, 2011;Mucherah& Yoder, 2008; Pullmann & Allik, 2008; Valentine, DuBois, & Cooper, 2004). Understand-ably, there is growing interest in both the factors that might in fluence changes in children’sacademic self-beliefs and the components shaping its interaction with reading achievement(Petscher, 2010). However, conceptualising and measuring self-belief create their ownchallenges. First, children’s self-belief is increasingly seen as multidimensional (Valentineet al., 2004). Therefore, as the ‘specificity matching principle’ states (Marsh & O’Mara,2008), it is important that specific self-belief variables should be used when analysing the

Labels, identity and narratives in children with primary speech and language impairments

Abstract Purpose: There has been debate about labels in relation to speech and language impairments. However, children’s views are missing from this debate, which is risky considering that labels with negative associations may result in stigma. The aim of this study was to explore the range of identities which children with primary speech and language impairments presented in their narratives and to investigate their evaluations of these identities with a view to understanding the values they attach to labels. Method: Eleven children aged 9–12 years with primary speech and language impairments were recruited to the study. Fifty nine semi-structured interviews were conducted with the aim of generating storied accounts of everyday experiences. The data were analysed using thematic analysis. Two themes were identified in the data: desired identities and undesired identities. Result: The findings suggest that the children were actively involved in identity construction and wanted to be seen in positive ways. They disliked labels assigned by others, which they considered portrayed them in negative ways. Conclusion: The debate about labels could be progressed by consulting with children themselves asking for their ideas in relation to labels in specialist education, and speech and language pathology.

Recruiting and Retaining Older Adult Volunteers: Implications for Practice

There is an increased interest in the promotion of volunteering within nonprofit organizations. In this paper organizational supports for recruiting and managing volunteering among older adults are explored. The paper describes an intervention comprising an intergenerational reading program delivered by volunteers in eight schools in the Republic of Ireland. The research draws on qualitative data from a mixed-methods research project (2009–2011) that evaluated outcome and process aspects of the reading program. The qualitative data was collected from a group of older volunteers aged 55 years and older. This present study frames the empirical findings within a volunteering framework that involved deductively analyzing the data using attributes associated with “volunteerability” and “recruitability.” Through this analytical framework a number of features were identified as contributing to greater knowledge of marketing strategies to recruit and retain volunteers within nonprofit organizations. The paper concludes with a set of core practice messages for organizations that rely on volunteers in the delivery of their service.

The Ethics of Randomized Controlled Trials in Social Settings: Can Social Trials Be Scientifically Promising and Must There Be Equipoise?.

In a randomized controlled trial (RCT), treatments are assigned randomly and treatments are withheld from participants. Is it ethically permissible to conduct an RCT in a social setting? This paper addresses two conditions for justifying RCTs: that there should be a state of equipoise and that the trial should be scientifically promising. Illustrated with a discussion of the RCT evaluation of the Wizards of Words reading programme, this paper argues that, first, the two conditions can give rise to genuine moral conflicts, and second, efforts can be made to ensure RCTs in social settings are scientifically promising. The argument of this paper therefore is a departure from the current debate on RCTs, where it is assumed these two justifying conditions should not come into conflict, either because research ethics is derived from the professionals duty of care, or because there is a strong distinction between the ethics of research and the duty of care. This paper also addresses critics who argue that in social settings RCTs cannot be scientifically promising and for that reason they are ethically impermissible.

Social participation for people with communication disability in coffee shops and restaurants is a human right

Abstract Although Article 19 of the Universal Declaration of Human Rights states that “everyone has a right to freedom of opinion and expression”, for people with communication disability this may not be a reality. This commentary shares a practical example of how people with communication disabilities together with speech–language pathology (SLP) students, academics and clinical staff co-designed and co-implemented a Communication Awareness Training Programme for catering staff to enable communication access in coffee shops and restaurants. This is an example of how SLPs can embrace their social responsibility to break down barriers for people with communication disabilities. This commentary shares the reflections of those involved and how they felt empowered because they had learned new skills and made a difference. This commentary highlights the need for co-design and co-delivery of programs to raise awareness of communication disability among catering staff and how the stories of people with communication disabilities served as a catalyst for change. It also highlights the need to SLPs to move intervention to a social and community space.

Exploring parental perspectives of participation in children with Down Syndrome

The everyday lives of children with disabilities are not well understood, with few studies exploring how participation in everyday life is conceptualized and given meaning. The overall aims of this study were, first, to explore parental views of their children’s participation and, second, to identify barriers and facilitators in relation to participation in everyday activities. A qualitative research strategy was adopted, whereby parents of children with Down syndrome (DS) aged 6–12 years were selected using purposive sampling. Five interviews with seven participants were audio-recorded and analysed using a framework approach whereby the overall research aims guided the analysis. Analysis of the data identified two main themes and seven sub-themes. The first theme was the value of participation. Parents reported that through participation in activities, their children developed skills that in turn enhanced their well-being and sense of belonging. The second theme was barriers and facilitators of participation, which included four subthemes: child factors, attitudes and views of others, modifications to the environment and logistical issues. Findings also illustrate how the child and his/her physical, social and attitudinal environments are inherently intertwined, with parents identifying the influence of several interacting factors on their child’s participation in everyday activities. This study supports the view that while frameworks like the ICF have an important role in understanding disability, they need to be supplemented with personal experiences of children and others in their lives. Speech and language therapists need to consider activities and participation both from the perspective of factors within children themselves and also from the point of view of barriers and facilitators in the children’s environment.

Well-Being and Resilience in Children With Speech and Language Disorders

Purpose Children with speech and language disorders are at risk in relation to psychological and social well-being. The aim of this study was to understand the experiences of these children from their own perspectives focusing on risks to their well-being and protective indicators that may promote resilience. Method Eleven 9- to 12-year-old children (4 boys and 7 girls) were recruited using purposeful sampling. One participant presented with a speech sound disorder, 1 presented with both a speech and language disorder, and 9 with language disorders. All were receiving additional educational supports. Narrative inquiry, a qualitative design, was employed. Data were generated in home and school settings using multiple semi-structured interviews with each child over a 6-month period. A total of 59 interviews were conducted. The data were analyzed to identify themes in relation to potential risk factors to well-being and protective strategies. Results Potential risk factors in relation to well-being were communication impairment and disability, difficulties with relationships, and concern about academic achievement. Potential protective strategies were hope, agency, and positive relationships. Conclusion This study highlights the importance of listening to childrens narratives so that those at risk in relation to well-being can be identified. Conceptualization of well-being and resilience within an ecological framework may enable identification of protective strategies at both individual and environmental levels that can be strengthened to mitigate negative experiences.

Communication as a human right: Citizenship, politics and the role of the speech-language pathologist

Abstract According to Article 19 of the Universal Declaration on Human Rights “Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.” The purpose of this paper is to elucidate communication as a human right in the life of a young man called Declan who has Down syndrome. This commentary paper is co-written by Declan, his sister who is a speech-language pathologist (SLP) with an advocacy role, his SLP, and academics. Declan discusses, in his own words, what makes communication hard, what helps communication, his experiences of speech-language pathology, and what he knows about human rights. He also discusses his passion for politics, his right to be an active citizen and participate in the political process. This paper also focuses on the role of speech-language pathology in supporting and partnering with people with communication disabilities to have their voices heard and exercise their human rights.

Listening to the voice of children with developmental speech and language disorders using narrative inquiry: Methodological considerations

There are policy and theoretical drivers for listening directly to childrens perspectives. These perspectives can provide insights to childrens experiences of their daily lives and ways in which they construct their multiple identities. Qualitative methodology is a useful research paradigm with regard to exploring childrens experiences. However, listening to the perspectives of children with speech and language disorders is a relatively new field of research. Therefore, it is important that researchers share their experiences of using methods and reflect on the strengths and limitations of these methods. The authors have used narrative inquiry with children with speech and language disorders to explore ways in which these children make sense of their experiences and construct their identities. In this paper, the authors reflect on methodological considerations when using narrative inquiry with children with speech and language disorders. They critically discuss three methodological considerations: narrative inquiry as a methodological choice, methods for data generation, limitations, and rigour.