Speech Therapist’s Accompaniment of Parents of a Child With Autism Spectrum Disorder
Abstract
RESEARCH OBJECTIVE: The aim of the article is to analyse the role of a speech therapist in accompanying parents of a child with autism spectrum disorder (ASD) from the moment when developmental concerns are noticed, through the diagnostic process, to the stage of speech-language therapy.
THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the forms of professional action that can be interpreted as pedagogical and speech-therapy accompaniment of parents. The article combines a theoretical analysis of the literature with a qualitative case study based on preschool observation, interviews with parents, diagnostic documentation and the therapist’s records.
THE PROCESS OF ARGUMENTATION: The argumentation links the pedagogy of accompaniment with family-centred speech-language therapy practice and compares an instructional model of cooperation with a relational, participatory model.
RESEARCH RESULTS: The analysis made it possible to distinguish four dimensions of accompaniment: informational, emotional, organisational and therapeutic. Each of them supports parents’ understanding of the child’s needs and strengthens their participation in daily communication.
CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: The article recommends treating parent support not as an additional element of therapy but as one of its core conditions. The proposed model may be used in speech-language therapy, preschool practice and early intervention programmes.
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