Intervention program for children with Communication Disorder: Empowerment and level of satisfaction of caregivers

Abstract

Introduction: It is essential to train communicative partners into intervention agents in children diagnosed with Communication Disorder to continue using contingent therapeutic strategies in daily routines thus improving communication development and interaction; Objective: We present a proposal for a functional, caregiver-centered intervention program for preschool children diagnosed with Communication Disorder, intending to: i) to empower caregivers with regard to the identification of Communication/language needs and use of contingent strategies in a natural context; ii) determine the level of satisfaction of caregivers regarding the implemented program; Material and Methods: This is a case series study, exposing the elaboration of a semi-structured intervention program (8 to 10 sessions) with active participation of the caregivers, based on methodological strategies: Floor-time and "It Takes Two to Talk", in addition to the use of video modeling; Results: The program was implemented on four children ages 3 to 5 and their caregivers. The children were evaluated in the beginning and the end, and it was found that they progressed. The therapist identified the behaviors to be modified with the caregivers and a satisfaction questionnaire was applied. It was found that the caregivers noted becoming more aware of the difficulties/needs of these children and means of approaching them and also responded positively to the given questionnaire; Conclusions: The intervention program presented lacks continuity in its implementation, but reveals the caregivers' interest in training them as therapeutic partners and enhancing the children's progress.