Parents' perspectives on the professional-child relationship and children's functional communication following speech-language intervention
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Bibliographic record
Abstract
Speech-language pathologists (S-LPs) use family-centred practices to implement intervention. Thus, consideration of family-based outcomes is encouraged. The International Classification of Functioning, Disability and Health ' Children and Youth version (ICF-CY) framework supports S-LPs' consideration of these outcomes (e.g., parental perspectives on children's Activities and Participation and Environmental Factors associated with speech-language intervention).Purpose. To explore parents' perspectives about: (a) the child-S-LP relationship (Environmental Factors) and (b) children's functional communication (Activities and Participation)Method. Sixty-seven parents of preschoolers with communication disorders participated in this study. All 67 parents completed pre-intervention and post-intervention structured interviews about their children's functional communication. Parents of preschoolers who received intervention (n = 52) provided ratings and comments regarding the child-S-LP relationship established during intervention with the clinician (n = 7). Themes were identified using content analysis. Fifteen children were waitlist controls and did not receive intervention.Results. Parents of preschoolers who received intervention reported significantly greater gains in children's functional communication compared to those who did not.Most parents (94%) provided positive/very-positive perspectives about the child-S-LP relationship. The child-S-LP rapport and the S-LPs' professional competence were common themes identified in parents' perspectives.Conclusion: (a) Significant gains in preschool children's functional communication occurred following speech and language intervention and (b) factors such as the rapport established between the child and the S-LP as well as the S-LPs' professionalism were considered by parents to be important factors for creating a positive child-S-LP relationship during speech and language intervention.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it