Amy L. Vigars

Publication Date

1998

Document Type

Dissertation/Thesis

First Advisor

Alvares, Robin L.

Degree Name

M.A. (Master of Arts)

Legacy Department

Department of Communicative Disorders

LCSH

Speech therapists--Training of--Attitudes; Graduate students--Attitudes; Speech disorders--Public opinion

Abstract

This study was designed to examine how graduate student clinicians and clinical faculty members, who participate in a Family Based Treatment training grant project, perceive the role of the observation team in preparing students to provide fami1y-centered services. Training within Family Based Treatment was an invaluable experience for introducing speech-language pathology graduate student clinicians to family-centered therapy and to the challenges they wi11 encounter working in other settings which utilize a team approach to early intervention services. To examine these perspectives, qualitative interviews gathered data from six graduate student clinicians and two clinical supervisors participating on the Family Based Treatment project. These interviews revealed benefits of gaining multiple perspectives, brainstorming for therapy ideas, and using on-line role playing to become comfortable in sharing information with families. Speech-language pathologists' attitudes regarding the team approach, the way they utilized other team members' knowledge and expertise, and the value they put on Lhe observation team members' feedback played an important role in helping infants and toddlers succeed in improving communication abilities, as well as ensuring that family-centered service guidelines are followed.

Comments

Includes bibliographical references (pages [66]-69).

Extent

v, 72 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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