HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) CEUs available Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal My Folders Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Angell, M. E. Articles by Stoner, J. B. Search for Related Content PubMed PubMed Citation Articles by Angell, M. E. Articles by Stoner, J. B.

Family Perceptions of Facilitators and Inhibitors of Effective School-Based Dysphagia Management

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{at}ilstu.edu.

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.

KEY WORDS: pediatric dysphagia, school-based dysphagia management, family perceptions, therapist disposition

This article has been cited by other articles:

				R. L. Bailey, J. B. Stoner, M. E. Angell, and A. Fetzer School-Based Speech-Language Pathologists' Perspectives on Dysphagia Management in the Schools Lang Speech Hear Serv Sch, October 1, 2008; 39(4): 441 - 450. [Abstract] [Full Text] [PDF]

				L. G. McNeilly and J. J. Sheppard Managing Dysphagia in the Schools Lang Speech Hear Serv Sch, April 1, 2008; 39(2): 158 - 159. [Abstract] [Full Text] [PDF]

				L. G. McNeilly and J. J. Sheppard Managing Dysphagia in the Schools Lang Speech Hear Serv Sch, April 1, 2008; 39(2): 273 - 274. [Abstract] [Full Text] [PDF]