title: "It's got to be more than that". Parents and speech-language pathologists discuss training content for families with a new speech generating device.
abstract: OBJECTIVE
  Although parent-implemented interventions for children with a speech-generating device (SGD) have been well researched, little is known about parents' or speech-language pathologists' (SLPs) views around parent training content. In this project, we aimed to identify areas that parents and SLPs consider should be included in training for families with a new SGD.
  
  
  METHODS
  Seven parents of children with an SGD and three SLPs who were new to the SGD field, participated in individual semi-structured interviews. Ten SLPs experienced in SGD practice took part in two focus groups. Data were analysed using grounded theory methods.
  
  
  RESULTS
  Participants identified the following areas suitable for inclusion in a family SGD training package: (a) content aimed at improving acceptance and uptake of the SGD, including technical guidance, customisation and reassurance around SGD misconceptions; (b) content around aided language development and (c) home practice strategies, including responsivity, aided language stimulation and managing children's motivation.
  
  
  CONCLUSIONS
  Participants identified diverse training targets, many of which are unexplored in parent-training research to date. Their recounted experiences illustrate the diversity of family capacity, knowledge and training priorities, and highlight the need for collaborative planning between families and SLPs at all stages of SGD training. Implications for Rehabilitation Training needs for families with a new speech generating device (SGD) are diverse, ranging from technology-specific competencies to broader areas, such as advocacy, teamwork and goal-setting skills. Each family with a new SGD will have a unique profile of training needs, determined by individual learning capacity, priorities, prior knowledge and experience, as well as their child's current communication skills and future support needs. Parents and speech-language pathologists (SLPs) may hold different priorities concerning family SGD training, necessitating ongoing team discussion.
authors.affiliation: a Faculty of Health Sciences, University of Sydney , Lidcombe , Australia and.
authors.forename: Kate Louise
authors.initials: KL
authors.lastname: Anderson
authors.affiliation: b Faculty of Health, Deakin University , Burwood , Australia.
authors.forename: Susan
authors.initials: S
authors.lastname: Balandin
authors.affiliation: a Faculty of Health Sciences, University of Sydney , Lidcombe , Australia and.
authors.forename: Roger James
authors.initials: RJ
authors.lastname: Stancliffe
mesh_terms: D000293:Adolescent; D002648:Child; D002675:Child, Preschool; D003143:Communication Devices for People with Disabilities; D005190:Family; D005260:Female; D017144:Focus Groups; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007407:Interviews as Topic; D007804:Language Development; D008297:Male; D010290:Parents / Q000193:education* / Q000523:psychology*; D013066:Speech-Language Pathology / Q000458:organization & administration*
keywords: Augmentative and alternative communication; communication partner training; parent training; speech generating device