View in EDS

How Speech and Language Therapists and Parents Work Together in the Therapeutic Process for Children with Speech Sound Disorder: A Scoping Review

Saved in:
Bibliographic Details
Title: How Speech and Language Therapists and Parents Work Together in the Therapeutic Process for Children with Speech Sound Disorder: A Scoping Review
Language: English
Authors: Katherine Pritchard (ORCID 0009-0005-0179-2331), Vesna Stojanovik (ORCID 0000-0001-6791-9968), Jill Titterington (ORCID 0000-0002-5968-158X), Emma Pagnamenta (ORCID 0000-0002-4703-3163)
Source: International Journal of Language & Communication Disorders. 2025 60(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Speech Impairments, Speech Therapy, Speech Language Pathology, Speech Instruction, Parents, Parents as Teachers, Parent Child Relationship, Parent Participation, Preschool Children, Toddlers, Infants, Partnerships in Education, Parent Teacher Cooperation
DOI: 10.1111/1460-6984.13132
ISSN: 1368-2822
1460-6984
Abstract: Background: Speech sound disorders (SSDs) are broadly defined as difficulty producing speech sounds in childhood. Reported prevalence of SSD varies from 2.3% to 24.6%, depending on how SSD is defined and the included age range. SSDs that do not resolve before age 8 can have a lasting impact on a child's academic achievements. The intensity of intervention for SSD is important to ensure effectiveness. However, there is a gap between the evidence base for intensity and speech and language therapists' (SLTs) clinical practice. One way that SLTs try to bridge this gap is by working with parents. SLTs believe that working with parents/caregivers is vital for a child with SSD to make progress. Aims: To conduct a scoping review of the literature to provide a comprehensive picture of the perceptions, experiences and strategies underpinning collaborative working between SLTs and parents/caregivers of children (aged [less than or equal to] 5 years 11 months) with SSD to increase intervention intensity at home. Methods & Procedures: This scoping review was completed in accordance with PRISMA-ScR guidelines. A systematic search of PubMed, PsycInfo, CINHAL, Web of Science, EBSCOhost and EThOS was conducted using synonyms of three key terms: SSD, Therapy, Parents. Key journals and papers were hand searched for unique papers. A total of 29 papers were included for review. Data were analysed using thematic synthesis to develop themes. These themes are discussed using the PAGER framework to identify advances, gaps, evidence for practice and areas for future research. Main contribution: Seven key themes were identified: individualization, setting expectations, daily life, parental knowledge, parental involvement, therapeutic relationships and supporting parents to deliver home practice. There has been an acceleration of research around working with parents of children with SSD, with increased consideration of effective adult coaching techniques. Parents value the parental and child relationship with the SLT and feel this supports the success of home practice. There is a need for further research, and guidance for SLTs working with parents of children with SSD to enable them to support parents to deliver home practice effectively. Conclusions & Implications: Emerging evidence supports the value of SLTs and parents working together to support home practice for children with SSD. The review highlighted the importance of SLTs allocating time to build positive therapeutic relationships with parents to support engagement in therapy. Approaching intervention, in particular, home practice, flexibly and in collaboration with parents, allows parents to fit home practice into their daily lives. Providing clear information to parents supports the fidelity of, and engagement in, home practice.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1458692
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1458692
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: How Speech and Language Therapists and Parents Work Together in the Therapeutic Process for Children with Speech Sound Disorder: A Scoping Review
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Katherine+Pritchard%22">Katherine Pritchard</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-0179-2331">0009-0005-0179-2331</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vesna+Stojanovik%22">Vesna Stojanovik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6791-9968">0000-0001-6791-9968</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jill+Titterington%22">Jill Titterington</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5968-158X">0000-0002-5968-158X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emma+Pagnamenta%22">Emma Pagnamenta</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4703-3163">0000-0002-4703-3163</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+%26+Communication+Disorders%22"><i>International Journal of Language & Communication Disorders</i></searchLink>. 2025 60(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Speech+Impairments%22">Speech Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Therapy%22">Speech Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Instruction%22">Speech Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Parents+as+Teachers%22">Parents as Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Teacher+Cooperation%22">Parent Teacher Cooperation</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1460-6984.13132
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1368-2822<br />1460-6984
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Speech sound disorders (SSDs) are broadly defined as difficulty producing speech sounds in childhood. Reported prevalence of SSD varies from 2.3% to 24.6%, depending on how SSD is defined and the included age range. SSDs that do not resolve before age 8 can have a lasting impact on a child's academic achievements. The intensity of intervention for SSD is important to ensure effectiveness. However, there is a gap between the evidence base for intensity and speech and language therapists' (SLTs) clinical practice. One way that SLTs try to bridge this gap is by working with parents. SLTs believe that working with parents/caregivers is vital for a child with SSD to make progress. Aims: To conduct a scoping review of the literature to provide a comprehensive picture of the perceptions, experiences and strategies underpinning collaborative working between SLTs and parents/caregivers of children (aged [less than or equal to] 5 years 11 months) with SSD to increase intervention intensity at home. Methods & Procedures: This scoping review was completed in accordance with PRISMA-ScR guidelines. A systematic search of PubMed, PsycInfo, CINHAL, Web of Science, EBSCOhost and EThOS was conducted using synonyms of three key terms: SSD, Therapy, Parents. Key journals and papers were hand searched for unique papers. A total of 29 papers were included for review. Data were analysed using thematic synthesis to develop themes. These themes are discussed using the PAGER framework to identify advances, gaps, evidence for practice and areas for future research. Main contribution: Seven key themes were identified: individualization, setting expectations, daily life, parental knowledge, parental involvement, therapeutic relationships and supporting parents to deliver home practice. There has been an acceleration of research around working with parents of children with SSD, with increased consideration of effective adult coaching techniques. Parents value the parental and child relationship with the SLT and feel this supports the success of home practice. There is a need for further research, and guidance for SLTs working with parents of children with SSD to enable them to support parents to deliver home practice effectively. Conclusions & Implications: Emerging evidence supports the value of SLTs and parents working together to support home practice for children with SSD. The review highlighted the importance of SLTs allocating time to build positive therapeutic relationships with parents to support engagement in therapy. Approaching intervention, in particular, home practice, flexibly and in collaboration with parents, allows parents to fit home practice into their daily lives. Providing clear information to parents supports the fidelity of, and engagement in, home practice.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1458692
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1458692
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1460-6984.13132
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
    Subjects:
      – SubjectFull: Speech Impairments
        Type: general
      – SubjectFull: Speech Therapy
        Type: general
      – SubjectFull: Speech Language Pathology
        Type: general
      – SubjectFull: Speech Instruction
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Parents as Teachers
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Infants
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Parent Teacher Cooperation
        Type: general
    Titles:
      – TitleFull: How Speech and Language Therapists and Parents Work Together in the Therapeutic Process for Children with Speech Sound Disorder: A Scoping Review
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Katherine Pritchard
      – PersonEntity:
          Name:
            NameFull: Vesna Stojanovik
      – PersonEntity:
          Name:
            NameFull: Jill Titterington
      – PersonEntity:
          Name:
            NameFull: Emma Pagnamenta
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1368-2822
            – Type: issn-electronic
              Value: 1460-6984
          Numbering:
            – Type: volume
              Value: 60
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Language & Communication Disorders
              Type: main
ResultId 1