Abstract
Early identification is advocated for preschool children at risk of developing DLD (Law, Charlton, & Asmussen, 2017) Parents are key to the identification process (Marshall et al., 2017), and it is vital that their perspectives are considered to ensure that the process is acceptable. The Theoretical Framework of Acceptability (TFA) has been developed as a framework for exploring the acceptability of interventions from patients’ perspectives (Sekhon, Cartwright & Francis, 2018).
This study aimed to explore the applicability of the TFA to the context of screening for speech and language during children’s developmental reviews.
Parents attending the nationally mandated 24-30 month developmental review completed a survey (n=433) based on the TFA. Follow-up interviews with 40 parents explored perspectives of the speech and language component of the developmental review. Parents were recruited purposively on the basis of their level of concern about their child’s language development, and the outcomes of the developmental review, which were available from the Ages & Stages Questionnaire (ASQ) and Early Language Identification Measure (ELIM).
Descriptive statistics and thematic analysis were used to explore the survey results and qualitative interviews. Some themes from the TFA were relevant, including coherence of the assessment, while additional themes specific to the developmental review context included the parent’s relationship with the practitioner and the value placed on the outcome of the assessment for their child.
The TFA provided a useful framework for exploring acceptability. However, this study identified additional elements of acceptability that were specific to the context of speech and language screening during the developmental review.
This study aimed to explore the applicability of the TFA to the context of screening for speech and language during children’s developmental reviews.
Parents attending the nationally mandated 24-30 month developmental review completed a survey (n=433) based on the TFA. Follow-up interviews with 40 parents explored perspectives of the speech and language component of the developmental review. Parents were recruited purposively on the basis of their level of concern about their child’s language development, and the outcomes of the developmental review, which were available from the Ages & Stages Questionnaire (ASQ) and Early Language Identification Measure (ELIM).
Descriptive statistics and thematic analysis were used to explore the survey results and qualitative interviews. Some themes from the TFA were relevant, including coherence of the assessment, while additional themes specific to the developmental review context included the parent’s relationship with the practitioner and the value placed on the outcome of the assessment for their child.
The TFA provided a useful framework for exploring acceptability. However, this study identified additional elements of acceptability that were specific to the context of speech and language screening during the developmental review.
| Original language | English |
|---|---|
| Publication status | Published - 22 Sept 2021 |
| Event | International Developmental Language Disorder Research Conference - Duration: 20 Sept 2021 → 22 Sept 2021 https://thedldproject.com/international-dld-research-conference/ |
Conference
| Conference | International Developmental Language Disorder Research Conference |
|---|---|
| Abbreviated title | IDLDRC |
| Period | 20/09/21 → 22/09/21 |
| Internet address |