A Collaborative Approach to Speech and Language Therapy: Perspectives of Arabic and Non-Arabic Speaking Caregivers

dc.contributor.advisorFilippi, Roberto
dc.contributor.authorAleid, Deem
dc.date.accessioned2025-01-21T06:16:59Z
dc.date.issued2024-08-31
dc.description.abstractParent Mediated Intervention (PMI) is a type of early intervention that provides evidence-based and systematic training to parents as part of their child’s speech and language therapy treatment. This intervention is oftentimes video-aided and communication-focused for young children with social (pragmatic) communication disorders or autism spectrum disorder. Research shows that this intervention can improve the child’s communication and overall family quality of life. PMI is one of the most cost-effective and ecologically validating approaches to promoting social communication in children with ASD and social communication difficulties. However, research on how parents perceive this experience is limited. There is even less research on the perspectives of multilingual and multicultural parents. This mixed methods study aims to explore parents’ perspectives of their participation in PMI. Specific research questions include (1) What are parents’ perceptions of parent mediated intervention? (2) Do Arabic and non-Arabic speakers hold differing perspectives on their experiences with parent-mediated intervention? Results from 3 parents of children with ASD indicate that parents generally had positive experiences with PMI with some variability with the degree of satisfaction. Bilingual parents, however, emphasised a desire for more individual time with the specialist, which may reflect cultural and linguistic considerations. These findings should be interpreted cautiously due to the small sample size, and warrants further research with a more diverse and larger sample.
dc.format.extent47
dc.identifier.urihttps://hdl.handle.net/20.500.14154/74706
dc.language.isoen
dc.publisherUniversity College London
dc.subjectParent Mediated Intervention (PMI)
dc.subjectEarly intervention
dc.subjectSpeech and language therapy
dc.subjectSocial communication disorders
dc.subjectAutism Spectrum Disorder (ASD)
dc.subjectCommunication-focused intervention
dc.subjectMultilingual parents
dc.subjectMulticultural parents
dc.subjectParent perspectives
dc.subjectParent satisfaction
dc.subjectCultural and linguistic considerations
dc.subjectChild communication development
dc.subjectFamily quality of life
dc.subjectSocial communication in children
dc.subjectsocial (pragmatic) communication disorders (SPCD)
dc.titleA Collaborative Approach to Speech and Language Therapy: Perspectives of Arabic and Non-Arabic Speaking Caregivers
dc.typeThesis
sdl.degree.departmentPsychology and Human Development
sdl.degree.disciplineChild Development / Speech and Language Pathology
sdl.degree.grantorUniversity College London
sdl.degree.nameChild Development

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