| dc.description.abstract | Background. Siblings occupy a central position within the family unit, often sharing intimate and long-lasting relationships, spending significant time together, assuming diverse roles in each other's lives, and influencing one another's development. Consequently, siblings possess the potential to become crucial communication partners for AAC users, yet this potential remains largely untapped within interventions. Communication partner training may provide siblings with the knowledge, skills, and support to enable them to effectively fulfil their roles as communication partners. Engagement, a dynamic and collaborative process, plays a pivotal role in designing effective training interventions. The factors which impact on an individual¿s engagement are contingent upon the unique context of the individual, family, SLT, and the intervention itself. Strategies for supporting sibling engagement have not been explored to date. This research seeks to fill this gap and provide valuable insights into the effective support and involvement of siblings in AAC user interventions.
Methods. A framework of factors supporting the engagement of sibling of AAC users was created through a review of existing therapeutic engagement literature. To explore these factors further, research questions focusing on each of the components were identified. A convergent parallel mixed-methodology design was employed, comprising four distinct data collection methods: a systematic review of sibling involvement in interventions for individuals with disabilities, a systematic review of peer communication partner training interventions, interviews with siblings of AAC users, and surveys of adolescents, parent/guardians, and SLTs (i.e., potential key stakeholders).
Findings. The findings of each research component were analysed separately then synthesised together through merged integration to identify agreement and disagreement across the data sets. Several factors were identified which may influence sibling engagement, including the nature of the sibling relationship, the roles the sibling occupies, the SLT¿s beliefs and practices, the content, setting, and timing of the intervention as well as the individual learning styles of the sibling. The findings also highlight a need for increased sibling involvement in interventions, with a caution that interventions may not always be beneficial for the sibling. Some interventions may introduce new roles, overburdening the sibling and/or disrupting the current family dynamics.
Conclusion. The findings of this research have implications for both knowledge and practice. This research is the only identified study to focus on the engagement of siblings of AAC users and provides some insight into the experiences of siblings of AAC users as well. The findings illuminate ways in which SLTs can support the engagement of siblings of AAC users in their practice, including the need for meaningful collaboration with siblings, AAC users, and families when planning and facilitating an intervention. | en |
