Family Perceptions of Facilitators and Inhibitors of Effective School-Based Dysphagia Management Purpose This qualitative study focused on the perceptions of family members of children with dysphagia by asking what the family-identified factors are that facilitate or inhibit effective school-based management of pediatric dysphagia. Method Semistructured interviews of 7 family members of 6 children with dysphagia, ages 2 through 11 ... Clinical Forum
Clinical Forum  |   April 01, 2008
Family Perceptions of Facilitators and Inhibitors of Effective School-Based Dysphagia Management
 
Author Affiliations & Notes
  • Maureen E. Angell
    Illinois State University, Normal
  • Rita L. Bailey
    Illinois State University, Normal
  • Julia B. Stoner
    Illinois State University, Normal
  • Contact author: Maureen E. Angell, Coordinator, Doctoral and Director of Special Education Programs, Department of Special Education, Campus Box 5910, Normal, IL 61790-5910. E-mail: meangel@ilstu.edu.
Article Information
Swallowing, Dysphagia & Feeding Disorders / School-Based Settings / Clinical Forum
Clinical Forum   |   April 01, 2008
Family Perceptions of Facilitators and Inhibitors of Effective School-Based Dysphagia Management
Language, Speech, and Hearing Services in Schools, April 2008, Vol. 39, 214-226. doi:10.1044/0161-1461(2008/021)
History: Received March 21, 2006 , Accepted August 7, 2006
 
Language, Speech, and Hearing Services in Schools, April 2008, Vol. 39, 214-226. doi:10.1044/0161-1461(2008/021)
History: Received March 21, 2006; Accepted August 7, 2006
Web of Science® Times Cited: 7

Purpose This qualitative study focused on the perceptions of family members of children with dysphagia by asking what the family-identified factors are that facilitate or inhibit effective school-based management of pediatric dysphagia.

Method Semistructured interviews of 7 family members of 6 children with dysphagia, ages 2 through 11 years, were conducted. Collective case study and cross-case analyses were conducted. The findings were confirmed through triangulation, respondent validation, and member checking.

Results Interviewees identified 5 facilitating factors that enhance school-based dysphagia programs: (a) setting, (b) therapist and/or program, (c) capitalizing on positive child characteristics, (d) home–school interactions, and (e) external supports. Four factors that inhibit effectiveness also emerged: (a) setting, (b) therapist and/or program, (c) limiting child characteristics, and (d) home–school interactions.

Conclusion Practitioners may consider addressing the factors that were identified as facilitators of effective programs. More research is needed concerning (a) factors promoting effective parent–professional relationships, (b) methods for increasing professional preparation in pediatric dysphagia, and (c) the efficacy of school-based pediatric dysphagia management programs.

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