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Telepractice delivery of family-centred early intervention for children who are deaf or hard of hearing: a scoping review
- Authors:
- McCARTHY Melissa, LEIGH Greg, ARTHUR-KELLY Michael
- Journal article citation:
- Journal of Telemedicine and Telecare, 25(4), 2019, pp.249-260.
- Publisher:
- Sage
- Place of publication:
- London
Introduction: The use of telepractice, a method of delivering services through telecommunications technologies that provides two-way, synchronous audio and video signals in real-time, is becoming increasingly commonplace in early childhood education and intervention for children who are deaf or hard of hearing. Although the use of telepractice has been validated in the health sector as a viable and effective alternative to in-person service provision, evidence to support its use in the delivery of family-centred early intervention is still emerging. The purpose of this scoping review was to describe the current use of telepractice in the delivery of family-centred early childhood intervention for children who are deaf or hard of hearing, and their families. Method: The review followed the framework outlined by the Joanna Briggs Institute (2015), including an iterative three-step search strategy. Specific inclusion criteria and data extraction fields were outlined in advance. Results: A total of 23 peer-reviewed publications were included in the review. Most publications (70%) provided anecdotal evidence of the challenges and benefits associated with telepractice. The remaining publications (30%) reported on research studies evaluating the effectiveness of early intervention delivered through telepractice. Of the 23 included papers, 18 viewed the use of telepractice positively while the remaining 5 reported mixed conclusions and the need for more data. Discussion: Current evidence in the literature indicates that telepractice can be an effective model for delivering family-centred early intervention for children who are deaf or hard of hearing. However, more research is needed to substantiate the use of telepractice as a viable alternative to traditional in-person services, rather than being seen as supplemental to such services. (Edited publisher abstract)
Collaborative stretching: a research agenda for enhancing the quality of lives of people with severe cognitive impairments
- Authors:
- LYONS Gordon Stuart, ARTHUR-KELLY Michael
- Journal article citation:
- Journal of Care Services Management, 7(3), 2013, pp.107-115.
- Publisher:
- Taylor and Francis
This paper explains and demonstrates the early application of collaborative stretching: a new and practical technique for enhancing the quality of lives of people in care – particularly those who have severe cognitive impairments. An introduction explains severe cognitive impairment and the notion of quality of life. This is followed by an explanation of the nature of, theory behind, and the key steps of collaborative stretching. An illustrative vignette is then presented to demonstrate its application, utility, and value in one care setting. The paper concludes with a discussion around advancing a research agenda for this technique, and its potential implications for care service managers. (Publisher abstract)
The impact of partner training on the communicative involvement of students with multiple and severe disability in special schools
- Authors:
- FOREMAN Phil, ARTHUR-KELLY Michael, PASCOE Sue
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 32(4), December 2007, pp.233-247.
- Publisher:
- Taylor and Francis
The outcomes of a pilot program of staff development in communication support in the context of observed changes in student behaviour states and interactive abilities are reported. Participant reports about the impact of the program on their professional practices are included. Six teachers and six teacher aides in special (segregated) schools were provided with a short, intensive training program designed to improve their communicative interactions with students with multiple and severe disability (MSD) in their classes. Behaviour state assessment was used for pre- and post-testing of six students. Teachers and aides completed self-report scales related to their communication skills, knowledge and concerns prior to and at the conclusion of the training program. While staff reported improved skills and knowledge, this was not reflected in improvements in the communicative interactions of the students as observed in their classrooms. It is concluded that the training provided may not have been sufficient to change well-established teaching and interaction processes. Further research using in-school collaborative mentors is planned.