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Dil ve Konuşma Terapistlerinin Hizmet Sunumlarında Aile Katılımını Sağlamaya Yönelik Görüş, Uygulama, Beklenti ve Önerilerinin Belirlenmesi

Year 2024, Volume: 1 Issue: 1, 29 - 50, 14.02.2024

Abstract

Bu çalışmada nitel araştırma yöntemi kullanılarak dil ve konuşma terapistlerinin (DKT) hizmet sunumlarında aile katılımını sağlamaya yönelik görüşleri, uygulamaları, beklentileri ve önerileri belirlenmeye çalışılmıştır. Araştırmaya 15 DKT katılmış ve yarı yapılandırılmış görüşme metoduyla veri toplanmıştır. Verilerin analizinde içerik analizi yöntemine başvurulmuştur. Veri analizinin tutarlılığının sağlanması için veriler araştırmacılar dışında başka bir alan uzmanı tarafından analiz edilmiştir. DKT’lerin aile katılımı hakkındaki görüşleri, uygulamaları, beklentileri ve önerileri olmak üzere 4 ana tema belirlenmiştir. Uygulamalar teması yaygın klinik uygulamalar ve farklı vaka gruplarında uygulamalar olmak üzere 2 ana kategoriye ayrılmıştır. Yaygın klinik uygulamalar kategorisi; seans sonu aile görüşmesi, aileleri seansın bir bölümüne dahil etme, aileleri seansın tamamına dahil etme ve ailelerin seansı izlemesini sağlama olmak üzere 4 alt kategoriye ayrılmıştır. Farklı vaka gruplarında uygulamalar kategorisi ise konuşma sesi bozuklukları (KSB), dil bozuklukları (DB), nörojenik edinilmiş dil bozuklukları (NEDB) ve akıcılık bozuklukları (AB) olmak üzere 4 alt kategoriye ayrılmıştır. Araştırmaya katılan tüm DKT’ler tarafından ailenin önemi vurgulanmasına karşılık, klinik uygulamalarda bu katılımın her zaman sağlanamadığı belirlenmiştir. Katılımcıların tamamı, aile katılımının hedeflenilen şekilde sağlanamamasının nedenleri konusunda en büyük engelin ailelerle ilişkili engeller olduğundan bahsetmiştir. Ancak katılımcıların farklı sorulara verdikleri çeşitli cevaplar, aslında DKT’lerin kendilerini ailelere rehberlik eden bir danışman olarak tanımlamalarına rağmen, uygulamalarında sadece danışanlarına hizmet sunmakla yükümlü gördükleri bir bakış açısını yansıtmaktadır.

References

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  • Borkowski, J. G., Bisconti, T., Weed, K., Willard, C. C., Keogh, D. A., & Whitman, T. L. (2002). The adolescent as parent: Influences on children’s intellectual, academic, and socioemotional development. In Borkowski, J. G., Landesman Ramey, S., & Bristol-Power, M. (Eds.), Parenting and the child’s world: Influences on academic, intellectual, and social-emotional development (pp. 161-184). Mahwah, NJ: Erlbaum.
  • Brown, K., Worrall, L. E., Davidson, B., & Howe, T. (2011). Living successfully with aphasia: A qualitative meta-analysis of the perspectives of individuals with aphasia, family members, and speech-language pathologists. International Journal of Speech-Language Pathology, 14(2), 141-155. doi:10.3109/17549507.2011.632026
  • Bush, C., & Bonachea, M. (1973). Parental involvement in language development: The PAL Program. Language Speech and Hearing Services in Schools, 4(2), 82-85.
  • Charmaz, K. (2011). Grounded theory methods in social justice research. In Denzin, N. K., & Lincoln, Y. S. (Eds.), The Sage handbook of qualitative research (pp. 359-380). Sage.
  • Crais, E. R., Roy, V. P., & Free, K. (2006). Parents’ and professionals’ perceptions of the implementation of family-centered practices in child assessments. American Journal of Speech-Language Pathology, 15, 365-377.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
  • D’Arrigo, R., Ziviani, J., Poulsen, A. A., Copley, J., & King, G. (2017a). Child and parent engagement in therapy: What is the key? Australian Occupational Therapy Journal, 64, 340-343. DOI: 10.1111/1440-1630.12279
  • D’Arrigo, R., Ziviani, J., Poulsen, A. A., Copley, J., & King, G. (2017b). Measures of parent engagement for children receiving developmental or rehabilitation interventions: A systematic review. Physical & Occupational Therapy in Pediatrics, 38, 18-38. DOI: 10.1080/01942638.2017.1373723
  • Dunst, C. J., & Trivette, C. M. (1989). An enablement and empowerment perspective of case management. Topics in Early Childhood Special Education, 8, 87-102.
  • Erdoğan, Ç., & Demirkasımoğlu, N. (2010). Ailelerin eğitim sürecine katılımına ilişkin öğretmen ve yönetici görüşleri. Kuram ve Uygulamada Eğitim Yönetimi, 3(3), 399-431.
  • Erim, A., & Yılmaz, Ş. S. (2021). Dil ve konuşma terapistlerinin terapiye aile katılımına ilişkin inanç, tutum ve uygulamaları. Dil, Konuşma ve Yutma Araştırmaları Dergisi, 4(1), 80-106.
  • Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of adult-child shared book reading through observational learning. American Journal of Speech-Language Pathology, 9(1), 36-47. doi:10.1044/1058-0360.0901.36
  • Frudala, J. B., England, G., & Ganoung, L. (1972). Utilization of parents in a speech correction program. Exceptional Children, 38, 407-412.
  • Gaffney, T. (2021). Speech-language pathologists’ practices of parental involvement in paediatric speech and language intervention funded by the National Disability Insurance Scheme (Master’s thesis, University of Canterbury, Christchurch, New Zealand).
  • Glogowska, M., Campbell, R., Peters, T. J., Roulstone, S., & Enderby, P. (2001). Developing a scale to measure parental attitudes towards preschool SLT services. International Journal of Language and Communication Disorders, 36, 503-513.
  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Brookes.
  • Howe, T. J. (2008). The ICF contextual factors related to speech-language pathology. International Journal of Speech-Language Pathology, 10, 27-37.
  • Hurst, H. J. (2010). Parental participation in speech and language therapy (Master’s thesis, Oklahoma State University, Norman, Oklahoma, USA).
  • Jane, G., & Tunjungsari, H. (2015). Parents and speech therapist perception of parental involvement in Kailila Therapy Center, Jakarta, Indonesia. Journal of Education and Practice, 6(8), 111-117.
  • Joffe, V., & Pring, T. (2008). Children with phonological problems: A survey of clinical practice. International Journal of Language and Communication Disorders, 43, 154-164.
  • Justice, L. M., & Ezell, H. K. (2001). A needs assessment: Perceptions and practices of student speech-language clinicians regarding parental involvement. Contemporary Issues in Communication Science and Disorders, 28, 64-73.
  • Karasar, N. (1994). Bilimsel araştırma yöntemi (6. baskı). Ankara: 3A Araştırma Eğitim Danışmanlık Ltd.
  • Keilmann, A., Braun, L., & Napiontek, U. (2004). Emotional satisfaction of parents and speech-language therapists with outcome of training intervention in children with speech and language disorders. Folia Phoniatrica et Logopaedica, 56, 51-61. doi:10.1159/000075328
  • Klatte, I. S., Harding, S., & Roulstone, S. (2019). Speech and language therapists’ views on parents’ engagement in parent–child interaction therapy (PCIT). International Journal of Language & Communication Disorders, 00(0), 1-12.
  • Law, M., Darrah, J., Pollock, N., King, G., Rosenbaum, P., & Russel, D. (1998). Family-centred functional therapy for children with cerebral palsy. Physical & Occupational Therapy in Pediatrics, 18, 83–102.
  • Le Dorze, G., & Brassard, C. (1995). A description of the consequences of aphasia on aphasic persons and their relatives and friends, based on the WHO model of chronic diseases. Aphasiology, 9, 239–255.
  • Mathisen, B. A., Bennett, S., Lockett, C., Beazley, K., Howlett, J., Charlesworth, M., Lees, H., & Read, J. (2016). Talking Matters Bendigo: Engaging parents early to prevent long-term speech, language and communication needs in preschool-aged children. Children Australia, 41, 258–264. DOI:10.1017/cha.2016.34
  • McCormack, J., McLeod, S., Harrison, L. J., & McAllister, L. (2010). The impact of speech impairment in early childhood: Investigating parents’ and speech-language pathologists’ perspectives using the ICF-CY. Journal of Communication Disorders, 43, 378–396.
  • McLeod, S., & Baker, E. (2014). Speech-language pathologists’ practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders. Clinical Linguistics and Phonetics, 28, 508–531.
  • Melvin, K., Meyer, C., & Scarinci, N. (2020). What does “engagement” mean in early speech pathology intervention? A qualitative systematised review. Disability and Rehabilitation, 42(18), 2665-2678. DOI: 10.1080/09638288.2018.1563640
  • Michallet, B., Tetreault, S., & Le Dorze, G. (2003). The consequences of severe aphasia on the spouses of aphasic people: A description of the adaptation process. Aphasiology, 17, 835–859.
  • National Institute of Mental Health. (2004). Autism spectrum disorders (pervasive developmental disorders). Retrieved from http://www.nimh.nih.gov/publica/autism.cfm [Accessed: 5 May 2021].
  • Oliveira, C., Lousada, M., & Jesus, L. M. (2015). The clinical practice of speech and language therapists with children with phonologically based speech sound disorders. Child Language Teaching and Therapy, 31, 173–194.
  • Onwuegbuzie, A. J., & Collins, K. M. (2007). A typology of mixed methods sampling designs in social science research. The Qualitative Report, 12(2), 281-316.
  • Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28(1), 25-32. doi:10.1023/A:1026006818310
  • Roberts, M., & Kaiser, A. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20, 180–199.
  • Romski, M., Sevcik, R. A., Adamson, L. B., Smith, A., Cheslock, M., & Bakeman, R. (2011). Parent perceptions of the language development of toddlers with developmental delays before and after participation in parent-coached language interventions. American Journal of Speech-Language Pathology, 20(2), 111. doi:10.1044/1058-0360(2011/09-0087)
  • Royal College of Speech and Language Therapists. (2006). Communicating quality: Professional standards for speech and language therapists (3rd ed.). London: RCSLT.
  • Royal College of Speech and Language Therapists. (2015). Role of speech and language therapy in developmental speech therapy. Retrieved from http://www.rcslt.org/clinical_resources/developmental_speech_difficulties/role_of_speech_and_language_therapy [Accessed: 22 January 2020].
  • Rustin, L., & Cook, F. (1995). Parental involvement in the treatment of stuttering. Language Speech and Hearing Services in Schools, 26(2), 127-135.
  • Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., & ... (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411-2428. https://doi.org/10.1007/s10803-015-2407-8
  • Skahan, S. M., Watson, M., & Lof, G. L. (2007). Speech-language pathologists’ assessment practices for children with suspected speech sound disorders: Results of a national survey. American Journal of Speech-Language Pathology, 16, 246–259.
  • Smith, P. H., & Dixon, W. E. (2000). Links between early temperament and language acquisition. Merrill-Palmer Quarterly, 46(3), 417-440. Sommers, R. K. (1962). Factors in effectiveness of mothers trained to aid in speech correction. Journal of Speech and Hearing Disorders, 27, 178-186.
  • Speech Pathology Australia. (2015). Scope of practice in speech pathology. Retrieved from http://www.speechpathologyaustralia.org.au/about-spa/core-association-documents [Accessed: 22 January 2020].
  • Sugden, E., Baker, E., Munro, N., Williams, A. L., & Trivette, C. M. (2017). An Australian survey of parent involvement in intervention for childhood speech sound disorders. International Journal of Speech-Language Pathology, 19, 1–13.
  • Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children’s achievement of language milestones. Child Development, 72(3), 748-767.
  • Tokalak, S., & Yaşa, İ. C. (2023). Gelişimsel dil bozukluğu olan vakaların klinik yönetimi: Nitel bir çalışma. Dil, Konuşma ve Yutma Araştırmaları Dergisi, 6(3), 219-267. https://doi.org/10.58563/dkyad-2023.63.1
  • Türnüklü, A. (2000). Eğitim bilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme. Kuram ve Uygulamada Eğitim Yönetimi, 24(24), 543-559.
  • Watts Pappas, N., McLeod, S., McAllister, L., & McKinnon, D. H. (2008). Parental involvement in speech intervention: A national survey. Clinical Linguistics and Phonetics, 22, 335–344.
  • Watts Pappas, N., & McLeod, S. (Eds.). (2009). Working with families in speech-language pathology. Plural Publishing.
  • West, W. (2001). Beyond grounded theory: The use of a heuristic approach to qualitative research. Counselling and Psychotherapy Research, 1(2), 126-131.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınları.
  • Østensjø, S., Øien, I., & Fallang, B. (2008). Goal-oriented rehabilitation of preschoolers with cerebral palsy: A multi-case study of combined use of the Canadian Occupational Performance Measure (COPM) and the Goal Attainment Scaling (GAS). Developmental
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Year 2024, Volume: 1 Issue: 1, 29 - 50, 14.02.2024

Abstract

References

  • Abaoğlu, H., & Akı, E. (2018). Rehabilitasyon çalışanlarının aile işlevselliğine yönelik görüşleri üzerine nitel bir çalışma. Ergoterapi ve Rehabilitasyon Dergisi, 6(1), 17-22.
  • American Speech-Language-Hearing Association. (t.y.). Who are speech–language pathologists, and what do they do? Retrieved 22 January 2020 from https://www.asha.org/public/who-are-speech-language-pathologists/
  • Bakas, T., Kroenke, K., Plue, L. D., Perkins, S. M., & Williams, L. S. (2006). Outcomes among family caregivers of aphasic versus nonaphasic stroke survivors. Rehabilitation Nursing, 31, 33-42.
  • Borkowski, J. G., Bisconti, T., Weed, K., Willard, C. C., Keogh, D. A., & Whitman, T. L. (2002). The adolescent as parent: Influences on children’s intellectual, academic, and socioemotional development. In Borkowski, J. G., Landesman Ramey, S., & Bristol-Power, M. (Eds.), Parenting and the child’s world: Influences on academic, intellectual, and social-emotional development (pp. 161-184). Mahwah, NJ: Erlbaum.
  • Brown, K., Worrall, L. E., Davidson, B., & Howe, T. (2011). Living successfully with aphasia: A qualitative meta-analysis of the perspectives of individuals with aphasia, family members, and speech-language pathologists. International Journal of Speech-Language Pathology, 14(2), 141-155. doi:10.3109/17549507.2011.632026
  • Bush, C., & Bonachea, M. (1973). Parental involvement in language development: The PAL Program. Language Speech and Hearing Services in Schools, 4(2), 82-85.
  • Charmaz, K. (2011). Grounded theory methods in social justice research. In Denzin, N. K., & Lincoln, Y. S. (Eds.), The Sage handbook of qualitative research (pp. 359-380). Sage.
  • Crais, E. R., Roy, V. P., & Free, K. (2006). Parents’ and professionals’ perceptions of the implementation of family-centered practices in child assessments. American Journal of Speech-Language Pathology, 15, 365-377.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
  • D’Arrigo, R., Ziviani, J., Poulsen, A. A., Copley, J., & King, G. (2017a). Child and parent engagement in therapy: What is the key? Australian Occupational Therapy Journal, 64, 340-343. DOI: 10.1111/1440-1630.12279
  • D’Arrigo, R., Ziviani, J., Poulsen, A. A., Copley, J., & King, G. (2017b). Measures of parent engagement for children receiving developmental or rehabilitation interventions: A systematic review. Physical & Occupational Therapy in Pediatrics, 38, 18-38. DOI: 10.1080/01942638.2017.1373723
  • Dunst, C. J., & Trivette, C. M. (1989). An enablement and empowerment perspective of case management. Topics in Early Childhood Special Education, 8, 87-102.
  • Erdoğan, Ç., & Demirkasımoğlu, N. (2010). Ailelerin eğitim sürecine katılımına ilişkin öğretmen ve yönetici görüşleri. Kuram ve Uygulamada Eğitim Yönetimi, 3(3), 399-431.
  • Erim, A., & Yılmaz, Ş. S. (2021). Dil ve konuşma terapistlerinin terapiye aile katılımına ilişkin inanç, tutum ve uygulamaları. Dil, Konuşma ve Yutma Araştırmaları Dergisi, 4(1), 80-106.
  • Ezell, H. K., & Justice, L. M. (2000). Increasing the print focus of adult-child shared book reading through observational learning. American Journal of Speech-Language Pathology, 9(1), 36-47. doi:10.1044/1058-0360.0901.36
  • Frudala, J. B., England, G., & Ganoung, L. (1972). Utilization of parents in a speech correction program. Exceptional Children, 38, 407-412.
  • Gaffney, T. (2021). Speech-language pathologists’ practices of parental involvement in paediatric speech and language intervention funded by the National Disability Insurance Scheme (Master’s thesis, University of Canterbury, Christchurch, New Zealand).
  • Glogowska, M., Campbell, R., Peters, T. J., Roulstone, S., & Enderby, P. (2001). Developing a scale to measure parental attitudes towards preschool SLT services. International Journal of Language and Communication Disorders, 36, 503-513.
  • Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Brookes.
  • Howe, T. J. (2008). The ICF contextual factors related to speech-language pathology. International Journal of Speech-Language Pathology, 10, 27-37.
  • Hurst, H. J. (2010). Parental participation in speech and language therapy (Master’s thesis, Oklahoma State University, Norman, Oklahoma, USA).
  • Jane, G., & Tunjungsari, H. (2015). Parents and speech therapist perception of parental involvement in Kailila Therapy Center, Jakarta, Indonesia. Journal of Education and Practice, 6(8), 111-117.
  • Joffe, V., & Pring, T. (2008). Children with phonological problems: A survey of clinical practice. International Journal of Language and Communication Disorders, 43, 154-164.
  • Justice, L. M., & Ezell, H. K. (2001). A needs assessment: Perceptions and practices of student speech-language clinicians regarding parental involvement. Contemporary Issues in Communication Science and Disorders, 28, 64-73.
  • Karasar, N. (1994). Bilimsel araştırma yöntemi (6. baskı). Ankara: 3A Araştırma Eğitim Danışmanlık Ltd.
  • Keilmann, A., Braun, L., & Napiontek, U. (2004). Emotional satisfaction of parents and speech-language therapists with outcome of training intervention in children with speech and language disorders. Folia Phoniatrica et Logopaedica, 56, 51-61. doi:10.1159/000075328
  • Klatte, I. S., Harding, S., & Roulstone, S. (2019). Speech and language therapists’ views on parents’ engagement in parent–child interaction therapy (PCIT). International Journal of Language & Communication Disorders, 00(0), 1-12.
  • Law, M., Darrah, J., Pollock, N., King, G., Rosenbaum, P., & Russel, D. (1998). Family-centred functional therapy for children with cerebral palsy. Physical & Occupational Therapy in Pediatrics, 18, 83–102.
  • Le Dorze, G., & Brassard, C. (1995). A description of the consequences of aphasia on aphasic persons and their relatives and friends, based on the WHO model of chronic diseases. Aphasiology, 9, 239–255.
  • Mathisen, B. A., Bennett, S., Lockett, C., Beazley, K., Howlett, J., Charlesworth, M., Lees, H., & Read, J. (2016). Talking Matters Bendigo: Engaging parents early to prevent long-term speech, language and communication needs in preschool-aged children. Children Australia, 41, 258–264. DOI:10.1017/cha.2016.34
  • McCormack, J., McLeod, S., Harrison, L. J., & McAllister, L. (2010). The impact of speech impairment in early childhood: Investigating parents’ and speech-language pathologists’ perspectives using the ICF-CY. Journal of Communication Disorders, 43, 378–396.
  • McLeod, S., & Baker, E. (2014). Speech-language pathologists’ practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders. Clinical Linguistics and Phonetics, 28, 508–531.
  • Melvin, K., Meyer, C., & Scarinci, N. (2020). What does “engagement” mean in early speech pathology intervention? A qualitative systematised review. Disability and Rehabilitation, 42(18), 2665-2678. DOI: 10.1080/09638288.2018.1563640
  • Michallet, B., Tetreault, S., & Le Dorze, G. (2003). The consequences of severe aphasia on the spouses of aphasic people: A description of the adaptation process. Aphasiology, 17, 835–859.
  • National Institute of Mental Health. (2004). Autism spectrum disorders (pervasive developmental disorders). Retrieved from http://www.nimh.nih.gov/publica/autism.cfm [Accessed: 5 May 2021].
  • Oliveira, C., Lousada, M., & Jesus, L. M. (2015). The clinical practice of speech and language therapists with children with phonologically based speech sound disorders. Child Language Teaching and Therapy, 31, 173–194.
  • Onwuegbuzie, A. J., & Collins, K. M. (2007). A typology of mixed methods sampling designs in social science research. The Qualitative Report, 12(2), 281-316.
  • Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28(1), 25-32. doi:10.1023/A:1026006818310
  • Roberts, M., & Kaiser, A. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20, 180–199.
  • Romski, M., Sevcik, R. A., Adamson, L. B., Smith, A., Cheslock, M., & Bakeman, R. (2011). Parent perceptions of the language development of toddlers with developmental delays before and after participation in parent-coached language interventions. American Journal of Speech-Language Pathology, 20(2), 111. doi:10.1044/1058-0360(2011/09-0087)
  • Royal College of Speech and Language Therapists. (2006). Communicating quality: Professional standards for speech and language therapists (3rd ed.). London: RCSLT.
  • Royal College of Speech and Language Therapists. (2015). Role of speech and language therapy in developmental speech therapy. Retrieved from http://www.rcslt.org/clinical_resources/developmental_speech_difficulties/role_of_speech_and_language_therapy [Accessed: 22 January 2020].
  • Rustin, L., & Cook, F. (1995). Parental involvement in the treatment of stuttering. Language Speech and Hearing Services in Schools, 26(2), 127-135.
  • Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., & ... (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411-2428. https://doi.org/10.1007/s10803-015-2407-8
  • Skahan, S. M., Watson, M., & Lof, G. L. (2007). Speech-language pathologists’ assessment practices for children with suspected speech sound disorders: Results of a national survey. American Journal of Speech-Language Pathology, 16, 246–259.
  • Smith, P. H., & Dixon, W. E. (2000). Links between early temperament and language acquisition. Merrill-Palmer Quarterly, 46(3), 417-440. Sommers, R. K. (1962). Factors in effectiveness of mothers trained to aid in speech correction. Journal of Speech and Hearing Disorders, 27, 178-186.
  • Speech Pathology Australia. (2015). Scope of practice in speech pathology. Retrieved from http://www.speechpathologyaustralia.org.au/about-spa/core-association-documents [Accessed: 22 January 2020].
  • Sugden, E., Baker, E., Munro, N., Williams, A. L., & Trivette, C. M. (2017). An Australian survey of parent involvement in intervention for childhood speech sound disorders. International Journal of Speech-Language Pathology, 19, 1–13.
  • Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children’s achievement of language milestones. Child Development, 72(3), 748-767.
  • Tokalak, S., & Yaşa, İ. C. (2023). Gelişimsel dil bozukluğu olan vakaların klinik yönetimi: Nitel bir çalışma. Dil, Konuşma ve Yutma Araştırmaları Dergisi, 6(3), 219-267. https://doi.org/10.58563/dkyad-2023.63.1
  • Türnüklü, A. (2000). Eğitim bilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme. Kuram ve Uygulamada Eğitim Yönetimi, 24(24), 543-559.
  • Watts Pappas, N., McLeod, S., McAllister, L., & McKinnon, D. H. (2008). Parental involvement in speech intervention: A national survey. Clinical Linguistics and Phonetics, 22, 335–344.
  • Watts Pappas, N., & McLeod, S. (Eds.). (2009). Working with families in speech-language pathology. Plural Publishing.
  • West, W. (2001). Beyond grounded theory: The use of a heuristic approach to qualitative research. Counselling and Psychotherapy Research, 1(2), 126-131.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayınları.
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Details

Primary Language Turkish
Subjects Speech Pathology
Journal Section Research Articles
Authors

Selin Tokalak

Ahmet Konrot

Publication Date February 14, 2024
Submission Date November 27, 2023
Acceptance Date December 27, 2023
Published in Issue Year 2024 Volume: 1 Issue: 1

Cite

APA Tokalak, S., & Konrot, A. (2024). Dil ve Konuşma Terapistlerinin Hizmet Sunumlarında Aile Katılımını Sağlamaya Yönelik Görüş, Uygulama, Beklenti ve Önerilerinin Belirlenmesi. Sağlık Bilimleri Ve Teknolojileri Dergisi, 1(1), 29-50.

Sağlık Bilimleri ve Teknolojileri Dergisi (SABİTEK) 'nde yazılar Türkçe veya İngilizce olarak yayımlanır. Türkçe yazılar kolay anlaşılır olmalı, duru bir Türkçe ile yazılmalı, Türk dilinin bütünlüğü korunmalı, yazılar Türk Dil Kurumu kurallarına uygun olmalıdır. Mümkün olduğu kadar yabancı sözcüklerin kullanımından kaçınılmalı, Türkçe çok yaygın olarak kullanılan yabancı sözcüklerin Türkçe karşılığı ilk kullanımlarında parantez içinde verilmelidir. Türkçede çok kullanılmayan sözcüklerin yabancı dildeki karşılığı ilk kullanımlarında parantez içinde verilmelidir. İlaçların ticari adları yerine jenerik (etken madde) adları Türkçe okunduğu gibi verilmelidir. İngilizce yazılar anlaşılır ve hatasız olmalıdır.