TY  - JOUR
T1  - Family Involvement in Speech and Language Therapy for Children with Special Needs
TT  - Özel Gereksinimli Çocuklara Yönelik Dil ve Konuşma Terapisinde Aile Katılımı
AU  - Sarıyer, Merve Nur
AU  - Büyükköse, Duygu
AU  - Fidan, Tülin
Y2  - 2025
DO  - 10.18863/pgy.1666266
JF  - Psikiyatride Güncel Yaklaşımlar
JO  - Psikiyatride Güncel Yaklaşımlar
PB  - Lut TAMAM
WT  - DergiPark
SN  - 1309-0658
SP  - 268
EP  - 291
VL  - 18
IS  - 1
LA  - en
AB  - This study addresses the critical role of family involvement in speech and language therapy for children with special needs. In this study, the level of involvement of families in the process and their participation models in different therapy approaches were compared. The literature shows that the active participation of families in the therapy process accelerates children's language development, increases the long-term effects of therapeutic interventions and supports the sustainability of the learning process. The active participation of families in therapies enhances parent‒child interaction, and this interaction increases learning opportunities in the child's daily life and ensures more effective implementation of therapy goals. In this study, proper adult behaviors, effective strategies that families can use in communication, and factors that increase therapist–family cooperation are described in detail. The results revealed that the education of parents in the therapy processes offered to children with special needs should be supported by the principles of therapeutic cooperation and adult learning. When therapists collaborate with families to individualize the learning process, it facilitates the generalization of therapy goals into everyday life. In conclusion, the main factors that ensure effective family involvement in speech and language therapy were identified and explained. Furthermore, the study highlights the importance of tailored training programs for parents, which empower them to reinforce therapy techniques at home, thereby enhancing the overall efficacy and consistency of the intervention process.
KW  - Family involvement
KW  - language and speech therapy
KW  - cooperation in therapy
KW  - family-centered therapy.
N2  - Bu çalışma, özel gereksinimli çocuklara yönelik dil ve konuşma terapilerinde aile katılımının kritik rolünü ele almaktadır. Çalışmada, farklı terapi yaklaşımlarında ailelerin sürece dahil olma düzeyleri ve katılım modelleri karşılaştırılmıştır. Alanyazın, ailelerin terapi sürecine aktif katılımının çocukların dil gelişimini hızlandırdığını, terapötik müdahalelerin uzun vadeli etkilerini artırdığını ve öğrenme sürecinin sürdürülebilirliğini desteklediğini göstermektedir. Terapilerde ailelerin aktif katılımının ebeveyn-çocuk etkileşimini güçlendirdiği, bu etkileşimin çocuğun günlük yaşamında öğrenme fırsatlarını artırarak terapi hedeflerinin daha etkili bir şekilde uygulanmasını sağladığı vurgulanmaktadır. Çalışmada, nitelikli yetişkin davranışları, ailelerin iletişimde kullanabileceği etkili stratejiler ve terapist-aile iş birliğini artıran unsurlar detaylandırılmıştır. Özel gereksinimli çocuklara sunulan terapi süreçlerinde ebeveynlerin eğitiminin, terapötik iş birliği ve yetişkin öğrenme ilkeleriyle desteklenmesi gerektiği ortaya konulmuştur. Terapistlerin ailelerle birlikte çalışarak öğrenme sürecini bireyselleştirmesi, terapi hedeflerinin günlük yaşamda genellenmesini kolaylaştırmaktadır. Bu çalışmanın sonunda, dil ve konuşma terapisinde ailenin etkili biçimde katılımını sağlayan başlıca etmenler açıklanmıştır. Ayrıca, çalışma, ebeveynlerin evde terapi tekniklerini pekiştirmelerini sağlayan, müdahale sürecinin genel etkinliğini ve tutarlılığını artıran özel eğitim programlarının önemini vurgulamaktadır.
CR  - Allen S, Mayo R (2020) Speech-language pathologists' perceptions of school-based services for children with hearing loss. Lang Speech Hear Serv Sch 51:469-478.
CR  - ASHA (American Speech-Language-Hearing Association) (2025) Augmentative and alternative communication (AAC). https://www.asha.org/njc/aac/ (Accessed 07.02.2025).
CR  - Ayyıldız E, Akardaş E (2020) Aklımızdaki 'çocuk': erken çocukluk uzmanlarının çocuk algısı fenomonolojisi. Medeniyet Eğitim Araştırmaları Dergisi 4:56-65.
CR  - Barton EE, Smith MA (2015) Teaching Social Communication to Children with Autism and Other Developmental Disabilities. New York, Brookes Publishing.
CR  - Biggs EE, Therrien MCS, Abarca D, Romano M, Barton-Hulsey A, Collins SC (2024) Examining the family-centeredness of speech-language pathologists working with children who use augmentative and alternative communication. Am J Speech Lang Pathol, 33:1021–1039.
CR  - Bordin ES (1979) The generalizability of the psychoanalytic concept of the working alliance. Psychology and Psychotherapy: Theory, Research and Practice, 16:252-260.
CR  - Borden GJ, Harris KS, Raphael LJ (2011) Speech Science Primer: Physiology, Acoustics, and Perception of  Speech. 5th ed. Philadelphia, PA, Lippincott Williams and Wilkins.
CR  - Boyd BA, Odom SL, Humphreys BP, Sam AM (2010) Infants and toddlers with autism spectrum disorder: early identification and early intervention. J Early Interv, 32:75-98.
CR  - Buckley S, Le Prèvost P (2002) Speech and language therapy for children with Down syndrome. Down Syndrome News and Update, 2:70-76.
CR  - Canpolat-Çığ N (2020) Alternatif ve destekleyici iletişim sistemleri (ADİS). In Otizm Spektrum Bozukluğu İletişim ve Dil (Ed Ö Diken):262-283. Ankara, Pegem Akademi.
CR  - Cheslock MA, Kahn SJ (2011) Supporting families and caregivers in everyday routines. ASHA Lead, 16(11):10-13.
CR  - Cole EB, Flexer C (2007) Children with Hearing Loss: Developing Listening and Talking, Birth to Six. San Diego, CA, Plural Publishing.
CR  - Diken İH, Kalaycı GÖ (2019) Dil ve konuşma becerilerinin öğretiminde çocuk merkezli (doğal) yaklaşımlar. In Yetersizliği Olan Bireylerin Dil ve İletişim Becerilerinin Desteklenmesi (Eds F Acarlar, Ö Diken):230-251. Ankara, Pegem Akademi.
CR  - Diken İH, Diken Ö, Ünlü E, Tomris G, Bozkurt SS, Günden O et al (2024) Project naturalistic instruction: exploding and transferring evidence-based strategies for early childhood inclusion professionals. https://www.naturalisticteaching.com/ (Accessed 23.06.2025)
CR  - Dunst CJ, Trivette CM (2009) Families, Systems, and Health: Theoretical Perspectives and Models of Practice. Cham, Springer.
CR  - Dunst CJ, Espe-Sherwindt M (2016) Family-centered practices in early childhood intervention. In Handbook of Early Childhood Special Education (Eds B Reichow, B Boyd, E Barton, S Odom):37–55. Cham, Springer
CR  - Ergül C (2020) Sık rastlanan yetersizlikler. In Erken Çocukluk Eğitimi, (Ed İH Diken): 247-277. Ankara, Pegem Akademi.
CR  - Ergül C, Sarıca AD, Akoğlu G (2016) Etkileşimli kitap okuma: Dil ve erken okuryazarlık becerilerinin geliştirilmesinde etkili bir yöntem. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17:193-206.
CR  - Ertürk Mustul E, Turan Z, Uzuner Y (2016) İşitme kayıplı çocuğu olan bir annenin etkileşim davranışlarının aile eğitimi bağlamında incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 17:1-22.
CR  - Fey ME (1986) Language Intervention with Young Children. Michigan, College-Hill Press.
CR  - Geer B, Robinson Rosenberg C (2016) Early childhood special education in context of pediatrics and medical home. In Handbook of Early Childhood Special Education (Eds B Reichow, BA Boyd, EE Barton, SL Odom):419–440. Cham, Springer.
CR  - Gergen KJ, McNamee S, Barrett FJ (2001) Toward transformative dialogue. International Journal of Public Administration, 24:679-707.
CR  - Girolametto LE, Weitzman E (2002) It Takes Two to Talk: A Practical Guide for Parents of Children with Language Delays. 2nd ed. Toronto, ON, The Hanen Centre.
CR  - Gülen S, Barış S (2021) Ebeveynlerin çocuklarıyla oyun oynamama nedenlerinin incelenmesi. Gazi Eğitim Bilimleri Dergisi, 7:20-38.
CR  - Hansen H, Erfmann K, Göldner J, Schlüter R, Zimmermann F (2023) Therapeutic relationships in speech-language pathology: a scoping review of empirical studies. Int J Speech Lang Pathol, 26:162-178.
CR  - Hargrave AC, Senechal M (2000) A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading. Early Child Res Q, 15:37-58.
CR  - Kaiser AP, Roberts MY (2013) Parent-implemented enhanced milieu teaching with preschool children who have intellectual disabilities. J Speech Lang Hear Res, 56:295-309.
CR  - Kasari C, Paparella T, Freeman S, Jahromi LB (2008) Language outcome in autism: randomized comparison of joint attention and play interventions. J Consult Clin Psychol, 76:125-137.
CR  - Kazdin AE (2008) Methodological Issues and Strategies in Clinical Research, 3rd ed. Washington DC, American Psychological Association.
CR  - Knowles MS, Holton EF, Swanson RA (2014) The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development, 8th ed. London, Routledge.
CR  - Law M, Darrah J, Pollock N, Rosenbaum P, Russell D, Walter SD et al. (2007) Focus on Function - a randomized controlled trial comparing two rehabilitation interventions for young children with cerebral palsy. BMC Pediatr, 7:31.
CR  - Lieberman P, Blumstein SE (1988) Speech Physiology, Speech Perception, and Acoustic Phonetics. Cambridge, UK, Cambridge University Press.
CR  - Lifter K, Foster-Sanda S, Arzamarski C, Briesch J, McClure E (2011) Overview of play: its uses and importance in early intervention/early childhood special education. Infants Young Child, 24:225-245.
CR  - Mahoney G, Perales F, Wiggers B, Herman B (2006) Responsive teaching: early intervention for children with Down syndrome and other disabilities. Downs Syndr Res Pract, 11:18-28.
CR  - Mahoney G, Wheeden CA (1997) Parent-child interaction—the foundation for family-centered early intervention practice: a response to Baird and Peterson. Topics Early Child Spec Educ, 17:165-184.
CR  - Mandak K, Light J (2018) Family-centered services for children with ASD and limited speech: The experiences of parents and speech-language pathologists. J Autism Dev Disord, 48:1311–1324.
CR  - Marcu I, Oppenheim D, Koren-Karie N, Dolev S, Yirmiya N (2009) Attachment and symbolic play in preschoolers with autism spectrum disorders. J Autism Dev Disord, 39:1321-1328.
CR  - Maviş İ (2021) Dil ve konuşma bozukluğu olan öğrenciler. In Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim (Ed İH Diken):318-354. Ankara, Pegem Akademi.
CR  - McCabe H (2008) Cultural Issues in Child Development and Family Therapy. Cham, Springer.
CR  - McLeod S, Baker E (2017) Children's Speech: An Evidence-Based Approach to Assessment and Intervention. Boston, Pearson Education.
CR  - McGrath S, Schultz KR (2024) Mapping the role of therapeutic alliance in speech and language therapy to the rehabilitation treatment specification system. Rehabil Psychol, 69:42-51.
CR  - McWilliam RA (2010) Working with Families of Young Children with Disabilities. New York, Brookes Publishing.
CR  - O’Neill K, Cummings J (2006) Family-centered care and the family professional partnership. J Fam Nurs, 12:140-159.
CR  - Owens RE (2024) Language Disorders: A Functional Approach to Assessment and Intervention in Children, 7th ed. San Diego, CA, Plural Publishing.
CR  - Paul R, Norbury CF (2012) Language Disorders from Infancy through Adolescence: Listening, Speaking, Reading, Writing, and Communicating, 4th ed. London, Elsevier.
CR  - Pendergast D, McFarlane L (2011) Culturally responsive family therapy. Fam Process, 50:166-183.
CR  - Rapport MJK, McWilliam RA, Smith BJ (2004) Practices across disciplines in early intervention: the research base. Infants Young Child, 17:32-44.
CR  - Roberts MY, Curtis PR, Sone BJ, Hampton LH (2019) Association of parent training with child language development: a systematic review and meta-analysis. JAMA Pediatr, 173:671-680.
CR  - Roberts MY, Kaiser AP (2012) Assessing the effects of a parent-implemented language intervention for children with language impairments using empirical benchmarks: a pilot study. J Speech Lang Hear Res, 55:1655-1670.
CR  - Roberts MY, Kaiser A, Wolfe C, Bryant J, Spidaleri A (2014) The effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children’s expressive language skills. J Speech Lang Hear Res, 57:1851-1869.
CR  - Salend SJ (2008) Creating Inclusive Classrooms: Effective and Reflective Practices, 4th ed. Boston, Prentice Hall.
CR  - Sandbank M, Bottema-Beutel K, Crowley S, Cassidy M, Feldman JI, Canihuante M, Woynaroski T (2020) Intervention effects on language in children with autism: A project AIM meta-analysis. J Speech Lang Hear Res, 63:1537-1560.
CR  - Seager E, Sampson S, Sin J, Pagnamenta E, Stojanovik V (2022) A systematic review of speech, language and communication interventions for children with down syndrome from 0 to 6 years. Int J Lang Commun Disord, 57:441-463.
CR  - Sheridan SM, Kratochwill TR (2007) Conjoint Behavioral Consultation: A Handbook for Practitioners. New York, Springer.
CR  - Soriano V (2005) Early Childhood Intervention: Analysis of Situation in Europe—Key Aspects and Recommendations. Denmark, European Agency for Development in Special Needs Education.
CR  - Tomris G, Çelik S (2022) Erken çocukluk özel eğitimi: Kuramsal ve yasal temeller, dünya’daki ve Türkiye’deki son eğilimler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23:243-269.
CR  - Torres JE (2021) Using picture books to teach language and literacy. https://leader.pubs.asha.org/do/10.1044/2021-0817-alphabet-book/full/ (Accessed 07.02.2025).
CR  - Vasquez MJT (2007) Cultural difference and the therapeutic alliance: An evidence-based analysis. Am Psychol, 62:878–885.
CR  - Vygotsky LS (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA, Harvard University Press.
CR  - Watts P, Pappas N, McLeod S (2009) Family-centered practices in speech-language pathology: a case study. Int J Speech Lang Pathol, 11:26-35.
CR  - Watts Pappas N, McLeod S, McAllister L (2008) Models of practice used in speech-language pathologists' work with families. In Working with Families in Speech-Language Pathology (Eds N Watts Pappas, S McLeod): 1-38. San Diego, CA, Plural Publishing.
CR  - Westby CE (2021) Using qualitative methodologies in speech-language pathology: an example from serving students with hearing loss. Commun Disord Q, 42:100-110.
CR  - Wetherby AM, Woods JJ (2006) Early social interaction project for children with autism spectrum disorders beginning in the second year of life: a preliminary study. Topics Early Child Spec Educ, 26:67-82.
UR  - https://doi.org/10.18863/pgy.1666266
L1  - https://dergipark.org.tr/en/download/article-file/4728553
ER  -