Parental perspectives and experiences of working with speech and language therapists to support home practice for their child with a speech sound disorder: a qualitative study

Pritchard, K. ORCID: https://orcid.org/0009-0005-0179-2331, Stojanovik, V. ORCID: https://orcid.org/0000-0001-6791-9968, Titterington, J. and Pagnamenta, E. ORCID: https://orcid.org/0000-0002-4703-3163 (2026) Parental perspectives and experiences of working with speech and language therapists to support home practice for their child with a speech sound disorder: a qualitative study. International Journal of Language and Communication Disorders, 61 (4). e70280. ISSN 1460-6984 doi: 10.1111/1460-6984.70280

Abstract/Summary

Background Speech sound disorder (SSD) is broadly defined as difficulty producing speech sounds in childhood. It can have a lasting impact on academic outcomes and well-being, making effective early intervention vital. Speech and language therapists (SLTs) consider parental involvement—particularly supporting their child with home practice—as essential to a child's progress. Relationships between SLTs and parents are known to facilitate this engagement. However, there is a significant gap in the literature regarding parents’ perspectives, and little is known about what parents perceive to be most effective in supporting home practice. Understanding these perspectives is crucial for designing interventions that are both feasible and meaningful for families. Aim To explore the perspectives of parents of children with SSD aged ≤5;11, about their experiences with speech and language therapy intervention sessions and home practice. Methods and Procedures This study used qualitative methodology. Nine parents, recruited via social media, professional networks and a university clinic, participated in focus groups or 1:1 interviews. A group of children, aged 4–6, who had lived experience of SSD, speech and language therapy and home practice were consulted to design the topic guide and inform data analysis. Discussions were recorded, transcribed verbatim and analysed using Reflexive Thematic Analysis. Outcomes and Results Four main themes were constructed as follows: (1) Building positive therapeutic relationships is fundamental to families’ experiences and creates the foundation for successful home practice. (2) SLTs need to employ a wide range of skills and knowledge, including a multi-modal approach to empower parents and develop their capability. (3) Clear communication is key for shared power, understanding of roles, active involvement and effective home practice. (4) Factors outside an individual's control can impact parents’ attitudes towards, and engagement with, home practice. Conclusions and Implications We conclude that relationships between SLTs and parents, and the skills required to build these, underpin parental motivation to engage in home practice. To maximise parental capability, SLTs ensure that parents understand not only what to do but why they are doing it, utilising a variety of methods. Whilst some barriers for home practice are out of the SLT's control, using all opportunities to develop the motivation and capability of the parents is required. To achieve this, service delivery models may need to be reconsidered.

Item Type	Article
URI	https://centaur.reading.ac.uk/id/eprint/130801
Identification Number/DOI	10.1111/1460-6984.70280
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Department of Clinical Language Sciences
Publisher	Wiley
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