Addressing the impact of psychosocial factors of parents on home-training: A pre-post comparison

Abstract

Language learning of children with communication disorders is facilitated in natural situations by parents through the home-training provided by Speech-Language Pathologists (SLPs). Implementation of home-training is highly dependent on the psychosocial factors of parents. Hence, the present study aimed at addressing the impact of psychosocial factors like stress, anxiety, depression and hope levels of parents on home training of their children. The study employed a case study method to examine the impact of psychosocial factors in parents on the home training of their children with communication disorders. Two mothers of children with special needs served as participants. Both were assessed to have high parental stress using Depression Anxiety Stress Scale-21 and lower levels of hope using Adult Trait Hope Scale. Following the assessments, the mothers underwent CBT while their children simultaneously received speech-language therapy. The impact of improvement in maternal mental status post-CBT on the children’s target behaviours during clinical therapy was studied and documented. Results revealed that an increase in the mothers’ hope levels corresponded with noticeable improvement in the children’s target behaviours—progress that had not been observed earlier. The gradual shift in the mothers’ perspectives regarding their children’s conditions contributed to a more positive approach towards rehabilitation. The study emphasizes the importance of SLPs recognizing parents’ mental status at an early stage and providing timely referrals, as doing so is crucial for ensuring better and faster prognosis for the child.