Dil ve Konuşma Terapisi Son Sınıf Öğrencilerinin Ailelerle İş Birliği Deneyimleri

Begüm Kanbur; Özlem Oğuz

doi:10.58563/dkyad.1892710.2026.2.5

TR EN

Dil ve Konuşma Terapisi Son Sınıf Öğrencilerinin Ailelerle İş Birliği Deneyimleri

Abstract

Amaç: Bu araştırmanın amacı, dil ve konuşma terapisi bölümü 4. sınıf öğrencilerinin klinik uygulamalar sırasında ailelerle kurdukları iş birliğine ilişkin algılarını, karşılaştıkları güçlükleri ve geliştirdikleri stratejileri ortaya koymaktır. Yöntem: Araştırma, fenomenolojik desenle yürütülen nitel bir çalışmadır. Klinik uygulama stajını yürüten 4. sınıf Dil ve Konuşma Terapisi bölümü öğrencilerinden oluşan 22-24 yaş arası 10 kadın ve 2 erkek olmak üzere 12 katılımcı Amaçlı örnekleme yöntemiyle seçilmiştir. Görüşme formu araştırmacılar tarafından alanyazın taranarak geliştirilmiş ve uzman görüşleri-pilot uygulama doğrultusunda son hâli verilmiştir. Veriler, sekiz soruluk yarı yapılandırılmış görüşme formuyla toplanmıştır. Görüşmeler Microsoft Teams üzerinden çevrimiçi olarak yapılmıştır. Verilerin analizinde tematik analiz yöntemi kullanılmış, inandırıcılığı desteklemek amacıyla katılımcı teyidi gerçekleştirilmiştir. Bulgular: Araştırmanın verileri analiz edilerek “Roller ve Sorumluluklar”, “Terapötik Süreçte Karşılaşılan Güçlükler ve Baş Etme Stratejileri”, “Klinik Uygulamanın İletişimsel ve Profesyonel Becerilerin Gelişimine Katkısı” ve “Klinik Uygulamaya Hazırlık Sürecinde Eksiklikler ve Geliştirilmesi Gerekenler” olmak üzere dört ana tema ve alt temalar belirlenmiştir. Katılımcılar terapötik süreçte iletişim kurma, bilgilendirme, rehberlik etme ve aile katılımını destekleme rollerini benimsediklerini ifade etmiştir. Ailelerin sürece aktif katılımının sağlanması, ev içi uygulamaların izlenmesi ve geri bildirimlerin alınması terapistin sorumlulukları arasında belirtilmiştir. Katılımcıların terapötik süreçte ailelerin bilgi eksiklikleri, devamlılık sorunları ve evde yanlış uygulamaları gibi güçlüklerle karşılaştığı belirlenmiştir. Katılımcılar klinik uygulamanın etkili iletişim kurma, empati geliştirme ve profesyonel dil kullanma becerilerini güçlendirdiğini belirtmişlerdir. Ayrıca katılımcılar teorik eğitimin uygulamaya hazırlık açısından yetersiz kaldığını ve simülasyon, vaka analizi ile süpervizyon destekli çalışmaların eğitime dahil edilmesi gerektiğini vurgulamışlardır. Sonuç: Katılımcıların ailelerle iş birliğin; bilgi paylaşımı, etkili iletişim kurabilme, süreklilik gösteren katılım ve rehberlik süreçleri çerçevesinde tanımladıkları görülmüştür. Terapötik süreçte katılımcıların ailelerden kaynaklanan çeşitli zorluklarla karşılaştıkları ve bu zorlukları farklı stratejiler geliştirerek yönetmeye çalıştıkları belirlenmiştir. Klinik uygulama sürecinin öğrencilerin hem iletişimsel hem de mesleki becerilerini geliştirmede önemli katkı sağladığı görülmüştür. Simülasyon temelli eğitimlerin ve süpervizyon destekli klinik hazırlık süreçlerinin güçlendirilmesi mesleki yeterliğin artırılması açısından önem taşımaktadır.

Keywords

aile, ailelerle iş birliği, dil ve konuşma terapisi, klinik uygulama, staj, nitel araştırma

Ethical Statement

Bu araştırmanın etik izni 29/04/2025 tarihinde Üsküdar Üniversitesi Girişimsel Olmayan Etik Kurulu’ndan alınmıştır (Karar No: 61351342/020-1085). Tüm katılımcılardan görüşme öncesinde bilgilendirilmiş onam alınmıştır.

Collaboration Experiences of Speech and Language Therapy Senior Students with Families

Abstract

ABSTRACT Purpose: Research shows that parents’ implementation of language interventions in daily routines improves children’s language skills, and parent training increases the effectiveness of therapy (Roberts & Kaiser, 2015; Fan et al., 2024). Families also expect emotional support, guidance, and information sharing from SLPs, which helps them feel like “therapy partners” (Levickis et al., 2020). These findings highlight that collaboration and joint goal setting are essential for sustainable outcomes in speech and language therapy. In Türkiye, studies on this topic are limited. Tokalak and Konrot (2024) explored therapists’ views on family involvement, while Zengin Akkuş et al. (2021) examined students’ family-centered behaviors. Although clinical practice duration is regulated by professional standards (ASHA, 2020), these standards mainly focus on technical skills and do not sufficiently emphasize broader competencies such as adaptation, reflective thinking, and lifelong learning. Lee et al. (2025) also reported that current standards do not systematically support higher-level skills. Therefore, qualitative studies examining students’ perceptions of family collaboration during clinical practice remain insufficient. This study aims to explore, through a qualitative approach, fourth-year speech and language therapy students’ perceptions of collaboration with families, the factors influencing this process, difficulties and coping strategies, and how these experiences contribute to professional development. Methods: This phenomenological qualitative study included 12 fourth-year speech and language therapy students (10 female, 2 male; aged 22–24) selected through purposive sampling. All participants were completing internships at university practice centers and had conducted at least four sessions with the same client. Ethical approval was obtained from Üsküdar University Non-Interventional Ethics Committee on 29/04/2025. Data were collected using a participant information form and semi-structured online interviews via Microsoft Teams. Interviews were transcribed and analyzed using Braun and Clarke’s (2006) six-phase thematic analysis. Member checking was conducted to enhance credibility. Results: Four main themes were identified: (1) Roles and Responsibilities, (2) Difficulties Encountered and Coping Strategies, (3) Contribution of Clinical Practice to Communication and Professional Skills, and (4) Deficiencies in Preparation and Areas for Improvement. Students described their roles as explaining therapy clearly, guiding families, and ensuring active participation. Families’ responsibilities included attending sessions regularly, applying strategies at home, and providing feedback. Students reported difficulties such as families’ limited knowledge, irregular attendance, poor listening during counseling, and incorrect home practices. Coping strategies included using concrete explanations, modeling techniques during sessions, designing engaging activities, and setting communication boundaries. Clinical practice contributed to students’ professional development by improving their ability to communicate effectively, simplify academic language, and show empathy, patience, and cultural sensitivity. Students also reported increased confidence in establishing secure therapeutic relationships. Finally, participants stated that university education was insufficient in preparing them for family counseling and suggested integrating simulations, role plays, case analyses, and supervision-supported practices into the curriculum. Conclusion: Fourth-year speech and language therapy students emphasized that collaboration with families is essential in clinical practice and contributes significantly to their professional identity and therapeutic skills. However, students reported a need for stronger training in family counseling and communication prior to internships. Integrating applied learning methods into the curriculum may improve students’ readiness and strengthen family-centered clinical practice. Keywords: family, collaboration with families, speech and language therapy, clinical practice, internship.

Keywords

family, collaboration with families, speech and language therapy, clinical practice, internship, qualitative research

Ethical Statement

Ethical approval for this research was obtained from the Non-Interventional Ethics Committee of Üsküdar University on 29/04/2025 (Decision No: 61351342/020-1085). Informed consent was obtained from all participants prior to the online interviews.

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Details

Primary Language

Turkish

Subjects

Speech Pathology

Journal Section

Research Article

Authors

Begüm Kanbur ^*
0000-0002-0626-8732
Türkiye

Özlem Oğuz
0000-0001-7590-0028
Türkiye

Publication Date

September 3, 2026

Submission Date

February 18, 2026

Acceptance Date

July 28, 2026

Published in Issue

Year 2026 Number: 2

DOI

https://doi.org/10.58563/dkyad.1892710.2026.2.5

IZ

https://izlik.org/JA98NX48MY

APA

Kanbur, B., & Oğuz, Ö. (2026). Dil ve Konuşma Terapisi Son Sınıf Öğrencilerinin Ailelerle İş Birliği Deneyimleri. Dil Konuşma Ve Yutma Araştırmaları Dergisi, 2, 286-313. https://doi.org/10.58563/dkyad.1892710.2026.2.5

AMA

1.Kanbur B, Oğuz Ö. Dil ve Konuşma Terapisi Son Sınıf Öğrencilerinin Ailelerle İş Birliği Deneyimleri. DKYAD. 2026;(2):286-313. doi:10.58563/dkyad.1892710.2026.2.5

Chicago

Kanbur, Begüm, and Özlem Oğuz. 2026. “Dil Ve Konuşma Terapisi Son Sınıf Öğrencilerinin Ailelerle İş Birliği Deneyimleri”. Dil Konuşma Ve Yutma Araştırmaları Dergisi, nos. 2: 286-313. https://doi.org/10.58563/dkyad.1892710.2026.2.5.

EndNote

Kanbur B, Oğuz Ö (September 1, 2026) Dil ve Konuşma Terapisi Son Sınıf Öğrencilerinin Ailelerle İş Birliği Deneyimleri. Dil Konuşma ve Yutma Araştırmaları Dergisi 2 286–313.

IEEE

[1]B. Kanbur and Ö. Oğuz, “Dil ve Konuşma Terapisi Son Sınıf Öğrencilerinin Ailelerle İş Birliği Deneyimleri”, DKYAD, no. 2, pp. 286–313, Sept. 2026, doi: 10.58563/dkyad.1892710.2026.2.5.

ISNAD

Kanbur, Begüm - Oğuz, Özlem. “Dil Ve Konuşma Terapisi Son Sınıf Öğrencilerinin Ailelerle İş Birliği Deneyimleri”. Dil Konuşma ve Yutma Araştırmaları Dergisi. 2 (September 1, 2026): 286-313. https://doi.org/10.58563/dkyad.1892710.2026.2.5.

JAMA

1.Kanbur B, Oğuz Ö. Dil ve Konuşma Terapisi Son Sınıf Öğrencilerinin Ailelerle İş Birliği Deneyimleri. DKYAD. 2026;:286–313.

MLA

Kanbur, Begüm, and Özlem Oğuz. “Dil Ve Konuşma Terapisi Son Sınıf Öğrencilerinin Ailelerle İş Birliği Deneyimleri”. Dil Konuşma Ve Yutma Araştırmaları Dergisi, no. 2, Sept. 2026, pp. 286-13, doi:10.58563/dkyad.1892710.2026.2.5.

Vancouver

1.Begüm Kanbur, Özlem Oğuz. Dil ve Konuşma Terapisi Son Sınıf Öğrencilerinin Ailelerle İş Birliği Deneyimleri. DKYAD. 2026 Sep. 1;(2):286-313. doi:10.58563/dkyad.1892710.2026.2.5

Aim & Scope

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The in-text citations should be provided as follows:
1. Crow (2010) defines the articulation competence as a skill where the inpidual correctly produces the speech sounds belonging to a specific language in a sequential and coherent manner.
2. Speech sound disorders include problems related to the erroneous production of speech sounds in terms of place, manner, speed, timing and pressure (Crow, 2010).
3. According to a study by Crow in 2010, the phonological competence refers to a skill in which the speech sounds are utilized appropriately in the language context.

Type of Citation	In case of the initial citation	Other citations to the same publication	The initial citation in the parenthesis format to the publication	Other citations to the same publication in the parenthesis format
Work by one author	Crow (2009)	Crow (2009)	(Crow, 2009)	(Crow, 2009)
Work by two authors	Crow and Stacey (2009)	Crow and Stacey (2009)	(Crow & Stacey, 2009)	(Crow & Stacey, 2009)
Work by three authors	Crow et al., (2009)	Crow et al., (2009)	(Crow et al., 2009)	(Crow et al., 2009)
Work by four authors	Crow et al., (2006)	Crow et al., (2006)	(Crow et al., 2006)	(Crow et al., 2006)
Work by five authors	Crow et al., (2006)	Crow et al., (2006)	(Crow et al., 2006)	(Crow et al., 2006)
Work by six authors (or more)	Crow et al., (2006)	Crow et al., (2006)	(Crow et al., 2006)	(Crow et al., 2006)
Name of the institution (abbreviated)	Association of Speech and Language Therapists (DKTD, 2006)	DKTD (2006)	(Association of Speech and Language Therapists [DKTD], 2006)	(DKTD, 2006)
Name of the institution (without abbreviation)	Anadolu University (2007)	Anadolu University (2007)	(Anadolu University, 2007)	(Anadolu University, 2007)

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2. The title and number of the table and the text inside should be written in Times New Roman font, 10 font size, single-spaced, and left-aligned.
3. The initial letters in the table numbers should be capital, the table titles should be in italic and the initial letters should be capital.
4. Space should be provided both before the table title and after the table.
5. In the manuscript, a statement referring to the table such as “as shown in Table 1” should be made. The table should then follow.

6. The title and number of figures should be above the figure.
7. Each word in the title and number of figures should be capitalized and written in Times New Roman font, 10 font size, and left-aligned. The title should be in italic.
8. Space (enter) should be provided both before the figure title and following the figure.
9. In the manuscript, a statement referring to the figure such as “as shown in Figure 1” should be made. And the figure should follow.
10. If the figure is taken from a separate resource, a reference to the source should be given with the page number.

References
1. The references should be given in their alphabetical order. In case where the surnames are the same, the initial letters of the first names should be considered.
2. In the paragraph tab and indentation section, the right and left space should be zero, the custom tabs should be hanging and set to 1.25 cm (1 tab).
3. The references should be written with Times New Roman font, 10 font size, double-spaced and justified.
4. Some examples related to reporting the references are provided below. For further information, please see the “Publication Manual of American Psychological Association” (APA) (7th ed.).

Article	Vuolo, J., & Goffman, L. (2020). Vowel accuracy and segmental variability differentiate children with developmental language disorder in nonword repetition. Journal of Speech, Language, and Hearing Research, 63(12), 3897-4332. https://doi.org/10.104/2020_JSLHR-20-00166
Book	Bloodstein, O. & Bernstein Ratner, N. (2008). A Handbook on Stuttering. Delmar Learning.
Chapter in edited book	Rvachew, S. (2007). Perceptual foundations of speech acquisition. In S. McLeod (Ed.), The International Guide to Speech Acquisition (pp: 26-30). Delmar Learning.
Thesis	Ünal, Ö. (2011). Nasometric evaluation in resonans disorders: Turkish norms for 4-8 year-olds. Unpublished Doctoral dissertation. Anadolu University, Institute of Health Sciences, Eskişehir, Turkey
Internet Sources	Britton, L. (2021, Jan. 9). Why does the impact of COVID-19 feel so hard for many SLTs? RCSLT Home. https://www.rcslt.org/covid-case-studies/impact-of-covid-19-hard-for-many-slts/

Ethical Principles and Publication Policy

DKYAD Ethical Principles and Publication Policy

Journal of Language, Speech and Swallowing Research (DKYAD) is an open-access, double-blind, peer-reviewed academic journal that publishes articles about normal processes, disorders, assessment and remediation and other issues regarding the field of speech and language and swallowing. It is a publication of the Turkish Association of Speech and Language Therapists (DKTD). No fee is required by DKYAD for the processes of submission, reviewing, acceptance or publication of articles.

DKYAD is an open access journal and provides instant open access to its content. The Journal applies the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 (CC BY-NC-ND 4.0) license to its published articles. When authors submit their articles for publication, they agree to have the CC BY-NC-ND license applied to their work. Under this Open Access License, the authors agree that anyone may read, download, copy, print, distribute, or reuse the content of their articles free of charge for non-commercial purposes as long as the author and the original source are properly cited.

DKYAD aims to achieve high ethical standards in the publication of the articles. For this purpose, the journal adheres to the Code of Conduct and Best Practice Guidelines of COPE (Committee on Publication Ethics). The writers, chief editor, associate editors, reviewers and the journal management all share responsibility in achieving the declared goals. Editors are expected to follow the Cope Guidance for Editors and reviewers are expected to review the COPE Ethical Guidelines for Peer Reviewers and pay attention to the issues specified in the guidelines.

Within the scope of these guidelines:

Responsibilities of the Publisher and the Editors

• Editors have complete responsibility and authority to reject/accept an article.

• Only papers in line with the Journal’s scope of interest should be accepted.

• Editors should have no conflict of interest with respect to articles they reject/accept.

• Objectivity and anonymity should be maintained; information about the rejected articles, names of the reviewers and before publication any information regarding the accepted articles should not be revealed.

• Plagiarism and presentation of false data should be prevented.

Responsibilities of Authors

• Authors are expected to submit original articles.

• When authors submit their articles for publication, they agree to have the Creative Commons BY-NC-ND 4.0 license applied to their work. Under this Open Access License, the authors agree that anyone may read, download, copy, print, distribute, or reuse the content of their articles free of charge for non-commercial purposes as long as the author and the original source are properly cited.

• Authors should also confirm by signing a form entitled "Copyright and Publication Policy Consent Form" that (a) the article they submitted is their original work and has not been published or is under review in any other journal; (b) authors do not violate the copyright of the text, tables, and other documents pertaining to other individuals within the article; (c) authors accept and authorize DKYAD to permit the commercial use of the content as well as publication, republication in electronic and print format in the journal and distribution of the content, in addition to the non-exclusive rights DKYAD holds under the CC BY-NC-ND licence. In addition to these terms, the Authors should confirm that they retain all patent and other proprietary rights to the article, including copyright. Moreover, the Authors should assure in this form that they are responsible for any possible ethical violations, the results achieved and suggestions presented (See: DKYAD-Copyright and Publication Policy Consent Form).

• All individuals that have made a scientific and professional contribution to the study should be included as authors. The nature, content and percentage of the contribution should be revealed in detail (See: DKYAD Author Contribution Form).

• Direct or indirect institutional supports should be declared. Authors should be clear about any situations that might potentially create conflict of interest (See: DKYAD Conflict of Interest Disclosure Form).

• For all studies involving the ‘human factor’, confirmation is required by an ethics committee in accordance with the Helsinki Declaration (https://www.wma.net/policies-post/wma-declaration-of-helsinki-ethical-principles-for-medical-research-involving-human-subjects/).The authors have all the rights about the use of their data pertinent to their study. However, they should obtain ‘informed consent’ from their participants that contributed to the collection of data. Information regarding this procedure should be explained in detail under the Method section.

• The authors should provide complete and correct references to their sources. The manuscript is screened for plagiarism through softwares such as iThenticate or Turnitin and the maximum similarity rate is 20%. For more information, please see the Plagiarism Control Policy page.

• When necessary, authors should be ready to provide the raw data or output regarding the statistical analyses for purposes of transparency or clarity.

Responsibilities of Reviewers

• Reviewers act according to the requirements of the double-blind reviewing process.

• When sent an invitation for a review, they are expected to provide a prompt negative or positive response.

• If the topic is outside their area of expertise, they are expected to declare that and withdraw.

• The reviewers are expected to disclose any possible conflict of interest with the study. For example, if they are in the process of conducting a similar study, they should refrain from reviewing the article.

• When the reviewers detect any plagiarism, they are expected to inform the editor.

• The reviewers should be confidential about the information in the study they review before the study is published.

• The reviewers should inform the editors if they feel they are unable perform an objective and unbiased review.