Exploring the complexity of how families are engaged in early speech–language pathology intervention using video‐reflexive ethnography
Authors: Melvin Katelyn , Meyer Carly , Scarinci Nerina 
Published: February 2021

Background

Despite being an important aspect of effective early intervention service delivery, ‘engagement’ has been inconsistently defined in paediatric healthcare. Previous research has identified that engagement in early speech–language pathology intervention is complex and multifaceted. However, more research is needed to understand the ways that different families may engage with intervention in different settings.

Aims

To explore the complexity of engagement in early speech–language pathology intervention from the perspectives of both families and their speech–language pathologists (SLPs).

Method & Procedures

Video‐reflexive ethnography was used to explore engagement with 21 matched SLP–family dyads in early intervention services. Up to three intervention appointments for each participating family were video recorded. Short video segments were selected and played to participants during individual semi‐structured interviews where participants were invited to reflect on the interactions captured (i.e., ‘video‐reflexive sessions’). Interview data were analysed using thematic analysis.

Outcomes & Results

Results from the interview data were organized into one overarching theme ‘Families may have “different levels of engagement”’, and four individual themes that reflected how families engage differently in various aspects of intervention, including (1) attending sessions and coming into the room; (2) actively participating in sessions; (3) continuing to actively participate outside sessions; and (4) having open and honest communication with their SLPs.

Conclusions & Implications

Families may have different levels of engagement in various aspects of intervention, which contribute to their unique profile of engagement. Findings of this study prompt SLPs to move beyond using blanket statements about whether or not families are engaged, to instead describing in detail how families are uniquely engaged.

What this paper adds

What is already known on the subject

In early speech–language pathology intervention, the term ‘engagement’ refers to (1) a complex, multifaceted state of families ‘being engaged’ in intervention both inside and outside sessions; and (2) a relational, co‐constructed process where many families ‘become engaged’ in intervention as they work together with SLPs. Although research has acknowledged engagement may look different for each parent and family, little is known about how families are uniquely engaged in early speech pathology intervention in different settings.

What this paper adds to existing knowledge

This study is the first to explore engagement from the perspectives of both families and SLPs working together in intervention. Both groups of participants described the complexity of engagement in this setting and acknowledged that families engage differently in different aspects of intervention, which contribute to their unique profile of engagement.

What are the potential or actual clinical implications of this work?

Being able to identify potential indicators of engagement, such as the ones described in this study, provide opportunities for SLPs to take a reflexive approach to engaging with individual families, in line with principles of family‐centred care. Findings of this study therefore prompt SLPs to reflect on how the families they work with are engaged in intervention, and to consider their own role in facilitating engagement. In addition, results highlight the importance of SLPs initiating open conversations with families themselves about how they would like to be engaged in intervention, and what support would be most beneficial to them.