1.
JENNIFER KUDSIN BA, MSU 2ND
YEAR SLP STUDENT
LINDSAY REILLY BA, MSU 2ND
YEAR SLP STUDENT
MALLORY MAST M.A., CFY-SLP
LAURA JENSEN-HUNT
VICTORIA MEEDER
Partners in
Communication

2.
Background of Our Group
Our EOT & TA presentation
Discussion with professionals and parents during
presentation
Identified a need for a “translation tool”
Continued collaboration and discussion with
Partners in Communication

3.
Barriers of Communication
Barrier: anything that restrains or obstructs
progress or access to services.
Discuss barriers from the parents’ perspectives
 What could keep a parent from following through with
suggestions from the speech and language therapist.
 What would prevent the SLPs from fully understanding
each parent’s perspective of speech and language
therapy?

4.
Strategies that Empower Parents
Knowledge is power
Support the parent to take action
Focus on what is and could be rather than
simply what isn’t and should be
 Shift the focus from focusing on problems to
focusing on possibilities by developing a proactive
vision with clients
“Connection not correction”
(Madsen 2009 & Crais et al. 2006)

5.
Strategies that Empower Parents
Clinician should view herself as the coach, not
the star player
Coaching is an interactive process of
observation of the parent and reflection with
the parent
 The coach promotes the parents ability and
provides encouragement
Coach supports the parent in developing and
refining their skills
(Rush et al. 2003)

6.
Strategies that Empower Parents
Strive to gain an understanding of family
resources: time, space, energy, material
Learn families interest, preference, and
concerns
Support caretakers beyond the playgroup
(Hidecker et al. 2009, Shannon 2004, )

7.
Strategies to Empower SLPs
Strategies that allow the SLP to overcome barriers
from his/her own perspective
Compare SLP own beliefs of therapy to the
principles of the family-centered model.
Evaluate the institution’s beliefs of therapy to the
principles of family-centered model.
 Intervention team could create a self-rating scale
(Crais, 1991)

8.
Resource

9.
Translation Tool for Parents and Service Providers
Discuss the translation tool
Discussion of ways to use the tool as a resource
“the development of a real partnership with the
client is the foundation of effective practice”
(Madsen, 2009)

10.
Tool Example
Professional Definition
 AAC involves attempts to
study and when necessary
compensate for temporary or
permanent impairments,
activity limitations, and
participation restrictions of
individuals with severe
disorders of speech-language
production and/or
comprehension, including
spoken and written modes of
communication.
(ASHA, 2005)
Parent Definition
 Augmentative or Alternative
Communication (AAC) is when
other ways to communicate
are used, such as picture or
symbol boards, photographs,
simple drawings, and
software programs for
computers. Often AAC is used
when an individual has
significant challenges using
speech or sign language.

11.
Thank You!
American Speech-Language-Hearing Association. (2005). Roles and Responsibilities of Speech-Language Pathologists With
Respect to Augmentative and Alternative Communication: Position Statement [Position Statement]. Available from
www.asha.org/policy.
Bruce, M., DiVenere, N., & Bergeron, C. (1998). Preparing students to understand and honor families as
partners. American Journal of Speech-Language Pathology, 7, 85-94.
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.
Crais, E. (1993). Families and professionals as collaborators in assessment. Topics in Language Disorders, 14, 29-40.
Crais, E.R. (1991). Moving from “parent involvement” to family-centered services. American Journal of Speech
Language Pathology, 1, 5-8.
Hidecker Cooley, M. J., Jones, R.S., Imig, D.R., & Villarruel, F.A. (2009).Using family paradigms to improve evidence-
based practice. American Journal of Speech-Language Pathology, 18, 212-221.
Madsen, W.C. (2009). Collaborative helping: A practice framework for family-centered services. Family Process, 48,
103-116.
Rush, D.D., Shelden, M.L., & Hanft, B.E. (2003). Coaching families and colleagues. Infants & Young Children, 16, 1, 33-
47.
Trute, B. & Hiebert-Murphy, D. (2007). The implications of “working alliance” for the measurement and evaluation of
family-centered practice in childhood disability services. Infants & Young Children, 20, 2, 109-119.
Winton, P., & DiVenere, N. (1995) Family-professional partnerships in early intervention personnel preparation:
Guidelines and strategies. Topics in Early Childhood Special Education, 15, 296-313.