Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention Development Process.
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| Title: | Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention Development Process. |
|---|---|
| Authors: | O’Donoghue, Michelle1 michelle.odonoghue@ul.ie, Kennedy, Norelee1, Forbes, John2, Murphy, Carol-Anne1 |
| Source: | American Journal of Speech-Language Pathology. May2024, Vol. 33 Issue 3, p1337-1355. 19p. |
| Subject Terms: | *Speech therapy, *Qualitative research, *Human services programs, *Adult education workshops, *Children, Treatment of autism, Early medical intervention, Affinity groups, Speech therapy education, Pilot projects, Judgment sampling, Stakeholder analysis |
| Abstract: | Purpose: Qualitative engagement with stakeholders in the development of interventions can provide insight into strategies to maximize feasibility in real-life settings. We engaged stakeholders (autistic adults, early childhood educators, early childhood sector leaders and policy influencers, parents of autistic children, and speech-language pathologists) to inform the development of an educator-led peer-mediated intervention (PMI) for autistic preschoolers who use minimal speech that is feasible to implement in inclusive early childhood education and care (ECEC) settings. Method: A qualitative iterative intervention design process was utilized. Stakeholders (N = 15) attended an online workshop and completed a document review exploring the acceptability and feasibility of the proposed embedded PMI. A two-step analysis procedure using the Theoretical Domains Framework and template analysis was conducted to identify the barriers, enablers, and supports to the implementation of embedded PMI in early childhood settings. Results: While embedded PMI was unanimously acceptable to stakeholders, several participants expressed concerns regarding feasibility. Barriers to the successful integration and implementation of PMI in inclusive preschool contexts included access to skills, knowledge, and resources. Participants identified strategies to overcome modifiable barriers and to enhance the existing enablers. These strategies are reflected in the following themes: build on the familiar, build capacity in augmentative and alternative communication, adopt a whole center approach, adapt to meet the needs of the ECEC setting, and engage in proactive implementation. Conclusion: To address barriers to the implementation of embedded PMI, action is needed at various levels: macro (national/policy), meso (organization/ setting), and micro (individual). [ABSTRACT FROM AUTHOR] |
| Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 177020411 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention Development Process. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22O’Donoghue%2C+Michelle%22">O’Donoghue, Michelle</searchLink><relatesTo>1</relatesTo><i> michelle.odonoghue@ul.ie</i><br /><searchLink fieldCode="AR" term="%22Kennedy%2C+Norelee%22">Kennedy, Norelee</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Forbes%2C+John%22">Forbes, John</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Murphy%2C+Carol-Anne%22">Murphy, Carol-Anne</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. May2024, Vol. 33 Issue 3, p1337-1355. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Speech+therapy%22">Speech therapy</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Human+services+programs%22">Human services programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Adult+education+workshops%22">Adult education workshops</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+of+autism%22">Treatment of autism</searchLink><br /><searchLink fieldCode="DE" term="%22Early+medical+intervention%22">Early medical intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Affinity+groups%22">Affinity groups</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+therapy+education%22">Speech therapy education</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+projects%22">Pilot projects</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholder+analysis%22">Stakeholder analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: Qualitative engagement with stakeholders in the development of interventions can provide insight into strategies to maximize feasibility in real-life settings. We engaged stakeholders (autistic adults, early childhood educators, early childhood sector leaders and policy influencers, parents of autistic children, and speech-language pathologists) to inform the development of an educator-led peer-mediated intervention (PMI) for autistic preschoolers who use minimal speech that is feasible to implement in inclusive early childhood education and care (ECEC) settings. Method: A qualitative iterative intervention design process was utilized. Stakeholders (N = 15) attended an online workshop and completed a document review exploring the acceptability and feasibility of the proposed embedded PMI. A two-step analysis procedure using the Theoretical Domains Framework and template analysis was conducted to identify the barriers, enablers, and supports to the implementation of embedded PMI in early childhood settings. Results: While embedded PMI was unanimously acceptable to stakeholders, several participants expressed concerns regarding feasibility. Barriers to the successful integration and implementation of PMI in inclusive preschool contexts included access to skills, knowledge, and resources. Participants identified strategies to overcome modifiable barriers and to enhance the existing enablers. These strategies are reflected in the following themes: build on the familiar, build capacity in augmentative and alternative communication, adopt a whole center approach, adapt to meet the needs of the ECEC setting, and engage in proactive implementation. Conclusion: To address barriers to the implementation of embedded PMI, action is needed at various levels: macro (national/policy), meso (organization/ setting), and micro (individual). [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177020411 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2024_AJSLP-23-00303 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1337 Subjects: – SubjectFull: Speech therapy Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Human services programs Type: general – SubjectFull: Adult education workshops Type: general – SubjectFull: Children Type: general – SubjectFull: Treatment of autism Type: general – SubjectFull: Early medical intervention Type: general – SubjectFull: Affinity groups Type: general – SubjectFull: Speech therapy education Type: general – SubjectFull: Pilot projects Type: general – SubjectFull: Judgment sampling Type: general – SubjectFull: Stakeholder analysis Type: general Titles: – TitleFull: Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention Development Process. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: O’Donoghue, Michelle – PersonEntity: Name: NameFull: Kennedy, Norelee – PersonEntity: Name: NameFull: Forbes, John – PersonEntity: Name: NameFull: Murphy, Carol-Anne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10580360 Numbering: – Type: volume Value: 33 – Type: issue Value: 3 Titles: – TitleFull: American Journal of Speech-Language Pathology Type: main |
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