Reflective practice: Using focus groups to determine family priorities and guide social pragmatic program development
Document Type
Article
Date of Original Version
7-1-2011
Abstract
Reflective practice requires that professionals carefully examine and integrate multiple sources of information when designing intervention and evaluating its effectiveness. This article describes the use of focus group discussion as a form of qualitative research for understanding parents' perspectives of a university-based intervention program designed for young school-age children with challenges in social communication and the development of peer relationships. The focus group discussion was video recorded and analyzed for major themes and subthemes. The findings are discussed in relation to program evaluation and the measurement of meaningful outcomes for children with social pragmatic language impairments and their families.© 2011 Wolters Kluwer Health | Lippincott Williams & Wilkins.
Publication Title, e.g., Journal
Topics in Language Disorders
Volume
31
Issue
3
Citation/Publisher Attribution
Theadore, Geraldine, Amy Laurent, Dana Kovarsky, and Amy L. Weiss. "Reflective practice: Using focus groups to determine family priorities and guide social pragmatic program development." Topics in Language Disorders 31, 3 (2011): 247-261. doi: 10.1097/TLD.0b013e318227e339.