Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention Development Process.
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...
| Published in: | American Journal of Speech-Language Pathology Vol. 33; no. 3; pp. 1337 - 1356 |
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| Main Authors: | , , , |
| Format: | research tables/charts Journal Article |
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American Speech-Language-Hearing Association
May2024
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=177020411&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177020411 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10580360 5E7 jtl: American Journal of Speech-Language Pathology issn: 10580360 maglogo: N pubinfo: dt: May2024 vid: 33 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 177020411 177020411 177020411 10.1044/2024_AJSLP-23-00303 177020411 ppf: 1337 ppct: 19 formats: tig: atl: Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention Development Process. aug: au: O’Donoghue, Michelle Kennedy, Norelee Forbes, John Murphy, Carol-Anne affil: Health Research Institute, School of Allied Health, Faculty of Education and Health Sciences, University of Limerick, Ireland. sug: subj: Autism Spectrum Disorder Therapy Early Intervention Peer Group Education, Speech-Language Pathology Stakeholder Participation Speech Disorders Therapy Human Male Female Child Qualitative Studies Implementation Science Pilot Studies Seminars and Workshops Purposive Sample Program Development Child: 6-12 years Male Female ab: 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). pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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