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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

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