Understanding the Therapeutic Coaching Needs of Mothers of Children with Cerebral Palsy

Alabdulqader, E., Stockwell, K., Montague, K., Jackson, D., Monk, A., Pennington, L., McNaney, R., Lindsay, S. , Wu, L. and Olivier, P. (2022) Understanding the Therapeutic Coaching Needs of Mothers of Children with Cerebral Palsy. In: 2022 ACM Designing Interactive Systems Conference (DIS '22), 13-17 Jun 2022, pp. 1788-1801. ISBN 9781450393584 (doi: 10.1145/3532106.3533576)

Abstract

Mothers of preschool children with cerebral palsy are often responsible for delivering multiple home therapy programs. Technology could be a way to bridge some of the challenges of home therapy delivery, such as lack of regular contact with professionals and the need for support continuity. We interviewed seven mothers and four speech therapists to explore their challenges, and the types of support they currently receive (or give). Key issues included limitations of existing communication channels between mothers and professionals, the mothers’ social support needs, and the level of commitment required to self-deliver home therapy. Based on findings indicating video sharing as an existing practice among mothers, we conducted three workshops to further investigate how a video-based platform could support home therapy delivery. We conclude with a number of design considerations for such technologies, to improve communication and collaboration between professional therapists, mothers and members of their wider social network.

• Item Type: Conference Proceedings
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Lindsay, Dr Stephen
• Authors: Alabdulqader, E., Stockwell, K., Montague, K., Jackson, D., Monk, A., Pennington, L., McNaney, R., Lindsay, S., Wu, L., and Olivier, P.
• College/School: College of Science and Engineering > School of Computing Science
• ISBN: 9781450393584
• Copyright Holders: Copyright © 2022 The Authors
• First Published: First published in Proceedings of the 2022 ACM Designing Interactive Systems Conference (DIS '22): 1788-1801
• Publisher Policy: Reproduced under a Creative Commons License