Parental Experiences in Speech and Language Intervention for Late Talkers: A Qualitative Study

Abstract

Background: Late talking is a common reason for referral to speech and language services, yet little is known about parents’ lived experiences within intervention contexts. This study explored parental perspectives on speech and language interventions for late talkers (LTs), with a focus on their roles in conjunction with those of speech–language therapists (SLTs). Methods: This study employed a qualitative exploratory design. Semi-structured phone interviews were conducted with six parents of LTs aged 24–48 months, all of whom had attended at least three intervention sessions with SLTs. Interviews were then transcribed verbatim, and data were examined using qualitative content analysis. Results: Two overarching themes were identified: (1) SLTs’ practices during language intervention and (2) parents’ practices during language intervention. Under the first theme, parents reported that SLTs conducted assessments, developed tailored intervention plans, implemented varied approaches, and provided feedback alongside home assignments. It was evident, however, that SLTs were usually the main figures in planning, with parents positioned primarily as recipients of these plans rather than active collaborators in setting goals. Under the second theme, parents described their own practices, which included discussing their child’s needs with SLTs, assisting during therapy sessions in flexible ways, learning through both direct coaching and external sources such as workshops, and adapting strategies to daily routines at home. Parents also reported variations in their level of involvement during sessions, ranging from active participation to passive observation or absence, depending on the child’s cooperation and the SLT’s guidance. Conclusion: Findings highlight the dual roles of SLTs and parents in supporting LTs, with parents extending intervention beyond sessions and actively seeking learning opportunities. However, their involvement was uneven, reflecting diverse roles within therapy and varied opportunities for collaboration. These insights underscore the importance of strengthening family-centred practices to optimise engagement and outcomes.