ORCID Profile
0000-0002-0741-608X
Current Organisation
University of South Australia
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Publisher: Wiley
Date: 17-12-2010
DOI: 10.1111/J.1365-2702.2009.02822.X
Abstract: Aim. This study had two main objectives: (1) to describe the experiences of parents who had a child in the Flinders Medical Centre neonatal unit with a feeding difficulty at 36 weeks gestational age and (2) to develop a preliminary model from the data as an account of the parents’ experiences to identify considerations for future and current neonatal unit staff. Background. Family centred care is an important part of nursing practice. Research looking in idually at the neonatal unit experience and childhood feeding difficulties has found that they can be stressful situations for parents. However, very little research has been conducted into parental experiences of feeding infants in a neonatal unit and there is no known research which has specifically looked at the effect on parents of having a child with a feeding difficulty in a neonatal unit. Design. A qualitative phenomenological research design was employed. Method. Nine parents whose children had feeding difficulties while in the Flinders Medical Centre neonatal unit, South Australia, participated via retrospective in‐depth interviews. Results. Responses were coded to describe parents’ experiences and a preliminary model was proposed to explain the data. The main theme linking parental experiences was the desire to take the baby home. The feeding difficulty prevented this from occurring, shifting the feeding interaction from one of relationship development to one of weight gain. Conclusion. This research identifies trigger points that may be acted on to encourage positive parent‐child feeding interactions. Relevance to clinical practice. Family centred care is encouraged in paediatric nursing practice. This research identifies trigger points which may inform clinical practice involving parents of infants with feeding difficulties.
Publisher: Informa UK Limited
Date: 12-04-2017
DOI: 10.3109/17549507.2016.1159336
Abstract: The current study aimed to benchmark clinical outcomes for preschool-aged clients (2 -5 years old) that attended a student-led clinic and undertook the Lidcombe Program. A case file audit was undertaken for all preschool clients who attended the clinic between February 2008 and February 2013 and commenced the Lidcombe Program. Clients were grouped according to Stage 1 completion. A mixed ANOVA was used to test for differences between the groups in initial and final percentage syllables stuttered (%SS). Associations between case variable factors and treatment duration were investigated using Pearson correlations. Clients who completed Stage 1 had final %SS and severity rating (SR) scores comparable to the literature however, the median Stage 1 duration was greater. Over half of the clients (57%) withdrew prior to completing Stage 1. These clients had a significantly higher %SS at final treatment session than their completing peers. Initial %SS and SR scores were the only case variables associated with treatment duration. Students can achieve the same short-term treatment outcomes for children who stutter using the Lidcombe Program as the current published literature however, treatment duration is greater and may impact completion. Implications of this for clinical education are discussed.
Publisher: Informa UK Limited
Date: 10-04-2017
DOI: 10.1080/17549507.2017.1309067
Abstract: A challenge that speech-language pathologists (SLPs) face is the translation of research into clinical practice. While randomised controlled trials (RCTs) are often touted as the "gold standard" of efficacy research, much valuable information is lost through the process RCTs by nature are designed to wash out in idual client factors and contexts that might influence the outcome in order to present the "true" impact of the intervention. However, in the area of behavioural interventions, the interaction of client factors and contexts with the treatment agent can substantially influence the outcome. This paper provides an overview of the theoretical background and methods involved in critical realistic evaluation (CRE) and discusses its current and potential application to speech-language pathology. CRE is based on the premise that a behavioural intervention cannot be evaluated without considering the context in which it was provided. While the ways in which contextual aspects and treatment mechanisms interact may seem endless, CRE methodology attempts to operationalise them into hypotheses to be empirically tested. Research based on these principles has the potential to support clinical translation of research outcomes and reduce the costs of unsuccessful treatment attempts for SLPs, clients and the service provider.
Publisher: Informa UK Limited
Date: 28-07-2011
DOI: 10.3109/17549507.2011.550692
Abstract: The Lidcombe Program is an early childhood stuttering treatment delivered by parents in the child's everyday environment, under the guidance of a speech-language pathologist (SLP). Given the parents' central role in the treatment delivery, the way it is implemented away from the clinic and away from the SLP's input is very important. And yet, to date there has been very little investigation into this process. This study investigated to what extent parents deliver contingencies for stuttering and stutter-free speech, in structured and unstructured conversations, as directed in the treatment manual. Participants were three mothers and their children who were receiving the Lidcombe Program. They recorded two treatment sessions each week and completed a daily treatment diary. The recordings were analysed for the use of parent verbal contingencies (PVCs). This method detected differences in PVC delivery by the mothers both across and within cases over time. The results show that valuable information can be gained from analysing home treatment sessions in this way and with a few modifications this methodology would be useful in larger scale studies. The strengths and limitations of this methodology are discussed with future larger studies of this type recommended.
Publisher: Elsevier BV
Date: 03-2016
DOI: 10.1016/J.JFLUDIS.2015.12.002
Abstract: The purpose of this study was to document parent presentation of the Lidcombe Program verbal contingencies and model potential relationships between contingency provision and treatment duration. Forty parent-child pairs undertaking the Lidcombe Program participated, 26 of whom completed Stage 1. All participants were included in the analyses. Parents completed weekly audio-recordings of treatment during practice sessions and a diary of treatment during natural conversations. The number and types of contingencies provided during practice sessions were counted for 520 recordings. Accelerated failure time modeling was used to investigate associations between contingency provision during the first 4 weeks of treatment and duration of time to complete Stage 1. During practice sessions 91% of contingencies were for stutter-free speech, 6.8% were for stuttering and 2.7% were incorrectly applied. Parents often combined several verbal contingencies into one. During natural conversations, the number of verbal contingencies reportedly provided across the day was low, an average of 8.5 (SD=7.82) contingencies for stutter-free speech and 1.7 (SD=2.43) for unambiguous stuttering. There was a positive, significant relationship between the number of verbal contingencies for stuttering provided during the first 4 weeks of treatment and time taken to complete Stage 1. Parents mostly provided the expected types of contingencies but the number was lower than expected. An unexpected association was found between number of verbal contingencies for stuttering and treatment duration. Further research is required to explore the relation between rates of parent verbal contingencies, treatment process duration, and treatment outcome.
Publisher: CSIRO Publishing
Date: 2009
DOI: 10.1071/PY09029
Abstract: Rural families can find it difficult to access mental health treatment for children’s conduct problems. The current program was designed to provide immediate assistance to families who faced extended waiting times in the south-eastern region of South Australia. In this collaborative project, a primary care professional delivered a telephone-guided version of a clinically based parent training program (Barkley’s Defiant Children) with program support from mental health services. The 12-week trial included 29 children aged 2–12 years who were referred for disruptive behaviour, attention-deficit hyperactivity and learning difficulties. Children were randomised to either a parent training group or a waiting list control group. Parents in the training program were generally satisfied (Therapy Attitude Inventory overall rating = 4.3 measured on a 5-point Likert scale). The main behavioural measure showed significantly better outcomes for the training program (Eyberg Child Behaviour Inventory (ECBI): Intensity scale (F1,27 = 11.39, P 0.01) and Problem scale (F1,27 = 11.64, P 0.01). For the parent training group, the mean score for the ECBI Intensity scale was reduced from above the clinical cut-off before treatment to below the cut-off after treatment. The effect sizes were 0.45 for the ECBI Intensity scale and 0.31 for the ECBI Problem scale. This suggests that the Defiant Children parent training can be adapted successfully for use by primary care professionals.
Publisher: Informa UK Limited
Date: 03-04-2019
No related grants have been discovered for Michelle Swift.