ETD Collection

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    Speech-language therapy consultation practices in multilingual and multicultural health care contexts
    (2017) Mophosho, Munyane Elizabeth Bridged
    This study explored the experiences of and interactions between speech-language therapists and interpreters in cross-linguistic mediated consultations with caregivers of children with severe disabilities within a health care setting. The objectives of the study included: to analyse the interactional characteristics and features of speech-language therapists and interpreters; and to identify speech therapists’ and interpreters’ perceptions of their competence and experiences in multicultural settings. Patients who do not speak the same language as the health care professionals receive limited health services when compared with people who speak the same language as the professionals who serve them, which may result in poor health outcomes. The research was conducted from an interpretive approach, which includes a respect for intra- personal values, beliefs and interests in the topic. The design included multiple data collection methods and analysis. The data was collected from consultation experience of thirteen caregivers of children with communication disabilities, five SLTs and one interpreter in two urban hospitals in Gauteng. The participants were recruited using purposive sampling procedures from two urban tertiary hospitals in Gauteng. And group Research instruments used were video recordings, individual interviews. The objectives were investigated through a qualitative study using ethnographic observations; video recordings of the interactions between speech therapists and an interpreter during interviews with caregivers of children with disabilities; audio recordings; and individual interviews with speech-language therapists and interpreters post-consultation. The data collected were analysed using thematic content analysis and conversational analysis. The findings highlighted the diversity challenges faced by SLTs working in multilingual and multicultural hospital settings. Language and translation issues had a marked impact on information received by caregivers. Despite the challenges that clinicians experienced in multilingual settings, they seemed to find that their working experience was an important leveller when they had an interpreter present during their consultations. The findings inform academic curricula and the clinical practice of speech-language and audiology students and professionals and will help improve application to transform the way in which they apply theoretical knowledge when treating speech and hearing disorders in a multilingual and multicultural context; thus enhancing the efficacy of management of communication disorders within this context.
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    Features of iPad language applications for speech-language therapy with children
    (2017) Heyman, Nikki
    Background: Speech-Language Pathologists (SLPs) worldwide are using apps in their interventions. Despite this growing trend, there is limited literature on the use of apps for language intervention. Reports indicate that SLPs are selecting apps by word-of-mouth and popularity. One of the difficulties in evaluating apps is related to the lack of consensus about which features are important in an app when providing speech-language therapy to children. Aim: This study aimed to investigate the features of apps that SLPs regard as valuable for language intervention with children and how SLPs were using apps in their intervention. Method: The study employed an explanatory, sequential mixed-method approach using SLPs in 6 predominantly English-speaking countries. A self-developed online survey (N = 338) identifying the features of apps was distributed to SLPs who use apps. This was followed by a semi-structured interview with some participants (n = 16) in order to obtain further insights from the survey. Descriptive statistics were used to examine the survey results. Interview data were explored using thematic analysis. Findings: The findings show that SLPs view apps as an engaging and motivating tool for therapy to facilitate their intervention goals. The lack of guidelines to support SLPs in their selection of apps has contributed to the selection of apps based on popularity and word-of-mouth rather than feature matching. Findings showed that specific content and design features of apps may support effective intervention, however these features need to be carefully evaluated in terms of the underlying principles of language intervention, multimedia learning and learning. Features that may impede effective intervention must also be considered. In addition, the social and pragmatic aspects of communication must be contemplated when using apps. Conclusions: A feature-matching checklist was developed in order to assist SLPs select apps based on feature matching. The findings from the study highlight the need for SLPs to engage more deeply with the theory underlying multimedia learning so that this information can be used to contribute to evidence-based practice when using apps for intervention. This study, calls for SLPs to make a concerted effort to engage in research around apps and app use.