Impact of Performance Feedback in Family-Centered and Culturally Responsive Interview Instruction Purpose Conducting culturally responsive and family-centered diagnostic interviews is an important part of speech and language services. However, there is limited information on the effective ways to teach speech-language pathology graduate students to acquire these skills. The purpose of this study was to examine the effect of performance feedback on ... Research Note
Research Note  |   November 08, 2017
Impact of Performance Feedback in Family-Centered and Culturally Responsive Interview Instruction
 
Author Affiliations & Notes
  • Jennifer A. Brown
    Department of Communication Sciences and Special Education, University of Georgia, Athens
  • Disclosure: The author has declared that no competing interests existed at the time of publication.
    Disclosure: The author has declared that no competing interests existed at the time of publication.×
  • Correspondence to Jennifer A. Brown: jbrown8@uga.edu
  • Editor-in-Chief: Krista Wilkinson
    Editor-in-Chief: Krista Wilkinson×
  • Editor: Shelley Brundage
    Editor: Shelley Brundage×
Article Information
Research Issues, Methods & Evidence-Based Practice / Research Notes
Research Note   |   November 08, 2017
Impact of Performance Feedback in Family-Centered and Culturally Responsive Interview Instruction
American Journal of Speech-Language Pathology, November 2017, Vol. 26, 1244-1253. doi:10.1044/2017_AJSLP-17-0026
History: Received February 23, 2017 , Revised June 1, 2017 , Accepted June 22, 2017
 
American Journal of Speech-Language Pathology, November 2017, Vol. 26, 1244-1253. doi:10.1044/2017_AJSLP-17-0026
History: Received February 23, 2017; Revised June 1, 2017; Accepted June 22, 2017

Purpose Conducting culturally responsive and family-centered diagnostic interviews is an important part of speech and language services. However, there is limited information on the effective ways to teach speech-language pathology graduate students to acquire these skills. The purpose of this study was to examine the effect of performance feedback on graduate students' use of ethnographic principles, open-ended questions, and restating and summarizing comments in caregiver interviews.

Method A randomized controlled crossover design (n = 26) was used to examine the differential effects of students receiving performance feedback or general feedback on role-play interviews. Ethnographic principles, open-ended questions, and restating and summarizing comments were measured at 3 time points: after class instruction (Groups 1 and 2), after the first feedback type allocation (Group 1: performance feedback; Group 2: general feedback), and after the second feedback type allocation (Group 1: general feedback; Group 2: performance feedback).

Results Statistically significant increases, with large effect sizes, were found in students' use of ethnographic principles, open-ended questions, and restating and summarizing comments following the performance feedback conditions.

Conclusion These findings suggest that performance feedback is an effective and efficient instructional procedure to increase culturally responsive and family-centered interview skills through an ethnographic interview approach in preservice speech-language pathology students.

Order a Subscription
Pay Per View
Entire American Journal of Speech-Language Pathology content & archive
24-hour access
This Article
24-hour access