View in EDS

'Team Speech Sounds'--How Speech and Language Therapists Work with Parents of Young Children with Speech Sound Disorder: A Focus Group Study

Saved in:
Bibliographic Details
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 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. 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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1500761
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 'Team Speech Sounds'--How Speech and Language Therapists Work with Parents of Young Children with Speech Sound Disorder: A Focus Group Study
– 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>. 2026 61(2).
– 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: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Speech+Impairments%22">Speech Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Therapy%22">Speech Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Change%22">Behavior Change</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1460-6984.70224
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1368-2822<br />1460-6984
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1500761
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1500761
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1460-6984.70224
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
    Subjects:
      – SubjectFull: Speech Impairments
        Type: general
      – SubjectFull: Speech Language Pathology
        Type: general
      – SubjectFull: Speech Therapy
        Type: general
      – SubjectFull: Allied Health Personnel
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Behavior Change
        Type: general
    Titles:
      – TitleFull: 'Team Speech Sounds'--How Speech and Language Therapists Work with Parents of Young Children with Speech Sound Disorder: A Focus Group Study
        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: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1368-2822
            – Type: issn-electronic
              Value: 1460-6984
          Numbering:
            – Type: volume
              Value: 61
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: International Journal of Language & Communication Disorders
              Type: main
ResultId 1