The purpose of this study was to identify how SLP communication regarding language disorders was perceived by caregivers. Employing a qualitative methodology, the caregivers of 10 children, identified with a language-based reading impairment, participated in semi-structured interviews concerning their experiences communicating with SLPs. As a whole, the findings showed the value caregivers place on receiving clear, concrete, and timely diagnostic information, the variability and complexity associated with caregivers understanding of language disorders, and the reciprocal relationship between key SLP communication practices, caregiver knowledge, and effective collaboration. Some of the key themes emphasized in regard to SLP communication practices included: recognition of the importance of diagnostic labels to caregivers, recognition of the potentially different ways caregivers may interpret diagnostic labels, recognition of the need for initiating and following-up on communication opportunities with caregivers, recognition of the necessity of checking for caregiver understanding of messages, recognition of how caregiver roles and responsibilities influence caregiver collaboration, and recognition of the importance of providing caregivers with informational resources across time that increase their knowledge and understanding of the diagnostic and intervention process.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-10272015-124138 |
| Date | 17 November 2015 |
| Creators | Porter, Karmen L. |
| Contributors | Weinstein, Susan, Hoffman, Paul, Pecchioni, Loretta, Oetting, Janna |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-10272015-124138/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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