'Team Speech Sounds'--How Speech and Language Therapists Work with Parents of Young Children with Speech Sound Disorder: A Focus Group Study
Saved in:
| Title: | 'Team Speech Sounds'--How Speech and Language Therapists Work with Parents of Young Children with Speech Sound Disorder: A Focus Group Study |
|---|---|
| Language: | English |
| Authors: | Katherine Pritchard (ORCID |
| Source: | International Journal of Language & Communication Disorders. 2026 61(2). |
| 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: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Speech Impairments, Speech Language Pathology, Speech Therapy, Allied Health Personnel, Preschool Children, Parent Participation, Behavior Change |
| DOI: | 10.1111/1460-6984.70224 |
| ISSN: | 1368-2822 1460-6984 |
| Abstract: | Background: Speech sound disorder (SSD) is common amongst children on speech and language therapy caseloads, with most of these children being between 2 and 6 years old. SSD that persists into a child's school years can have a lasting impact on literacy development, socio-emotional outcomes and well-being. Effective intervention in the preschool years is therefore vital. Evidence shows speech and language therapists (SLT) believe working with parents is essential for a child's progress, and positive relationships between SLTs and parents facilitate engagement with home practice. However, little is known about what practising SLTs do to support parents to deliver effective home practice or how they form positive relationships with parents. Aims: In this study, we explored SLTs perceptions and experiences of their current practices when working with children up to 5 years and 11 months with SSD and their parents. Our focus was on the techniques and strategies SLTs use to support parents to implement effective intervention at home with their child, how they develop effective working relationships with parents and the barriers and facilitators to supporting parents effectively. Methods and Procedures: We used a qualitative, focus group methodology. Fifteen SLTs, recruited via social media and professional networks, participated across four 2-h online groups. Participants had a range of years of clinical experience, worked across public and independent sectors and came from different geographical locations. Groups were recorded, transcribed verbatim and analysed using Reflective Thematic Analysis. Outcomes and Results: We constructed four main themes: (1) Individualisation, flexibility and sufficient time allow for an accessible service. (2) SLTs' individual circumstances and attitudes influence how they support parents. (3) SLTs work to ensure the fidelity of home practice. (4) Nurturing relationships is fundamental. Conclusions and Implications: We demonstrate that what SLTs do to support parents aligns with the COM-B model of behaviour change: SLTs develop their own and parents' capability; they individualise provision to allow parents the opportunity to access it and build relationships to support motivation. This works towards the desired behaviour--engagement with and fidelity of home practice. Our study builds on emerging research into the use of behaviour change theory, highlighting building relationships as fundamental to SLTs and parents. SLTs need to reflect on the impact of their own personal circumstances. Support for parents needs to be individualised to create opportunities, while ensuring adherence to the evidence so that home practice is delivered with fidelity. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500761 |
| Database: | ERIC |
| Abstract: | Background: Speech sound disorder (SSD) is common amongst children on speech and language therapy caseloads, with most of these children being between 2 and 6 years old. SSD that persists into a child's school years can have a lasting impact on literacy development, socio-emotional outcomes and well-being. Effective intervention in the preschool years is therefore vital. Evidence shows speech and language therapists (SLT) believe working with parents is essential for a child's progress, and positive relationships between SLTs and parents facilitate engagement with home practice. However, little is known about what practising SLTs do to support parents to deliver effective home practice or how they form positive relationships with parents. Aims: In this study, we explored SLTs perceptions and experiences of their current practices when working with children up to 5 years and 11 months with SSD and their parents. Our focus was on the techniques and strategies SLTs use to support parents to implement effective intervention at home with their child, how they develop effective working relationships with parents and the barriers and facilitators to supporting parents effectively. Methods and Procedures: We used a qualitative, focus group methodology. Fifteen SLTs, recruited via social media and professional networks, participated across four 2-h online groups. Participants had a range of years of clinical experience, worked across public and independent sectors and came from different geographical locations. Groups were recorded, transcribed verbatim and analysed using Reflective Thematic Analysis. Outcomes and Results: We constructed four main themes: (1) Individualisation, flexibility and sufficient time allow for an accessible service. (2) SLTs' individual circumstances and attitudes influence how they support parents. (3) SLTs work to ensure the fidelity of home practice. (4) Nurturing relationships is fundamental. Conclusions and Implications: We demonstrate that what SLTs do to support parents aligns with the COM-B model of behaviour change: SLTs develop their own and parents' capability; they individualise provision to allow parents the opportunity to access it and build relationships to support motivation. This works towards the desired behaviour--engagement with and fidelity of home practice. Our study builds on emerging research into the use of behaviour change theory, highlighting building relationships as fundamental to SLTs and parents. SLTs need to reflect on the impact of their own personal circumstances. Support for parents needs to be individualised to create opportunities, while ensuring adherence to the evidence so that home practice is delivered with fidelity. |
|---|---|
| ISSN: | 1368-2822 1460-6984 |
| DOI: | 10.1111/1460-6984.70224 |
