Peer-reviewed article
Striving for Triadic Collaboration in Pediatric Speech Sound Disorder Intervention: Grounded Theory Study.
Kyung S, Min Y, Min BA, Kim Y, Kim J ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how speech-language pathologists and parents work together to help children aged 4 to 7 years with speech sound disorders in South Korea. Using interviews with 12 therapists and 10 parents, researchers identified three main collaborative strategies: monitoring by therapists, home-based practice led by parents, and motivation-building approaches. The research shows that effective collaboration requires coordinating roles and practices between therapy sessions and home practice while involving children in the process.
Key points
- Collaboration in speech sound disorder intervention involves coordinating roles and expectations between SLPs and parents across two settings
- Three main collaborative strategies were identified: SLP-led monitoring, parent-led home practice, and gradual motivation strategies
- Children's participation in collaborative processes is an important component of the triadic model
- Contextual constraints at background and practice levels shape how collaboration is organized
- Coordination across settings is relevant to helping children generalize speech sounds from therapy to everyday use
Limitations
This qualitative study was based on interviews in one country and does not measure whether the identified collaborative strategies actually improve children's speech outcomes. The study describes how collaboration is organized but does not provide evidence of effectiveness compared to other intervention approaches.
Abstract
Background Collaboration between speech-language pathologists (SLPs) and parents is central to pediatric speech sound disorder (SSD) intervention. Prior research has emphasized the relational and home-practice components of collaboration; however, little is known about the enactment, organization, and maintenance of collaborative processes across SLP sessions and home practice in relation to speech sound generalization. Objective This study examined the enactment and organization of collaboration between SLPs and parents in pediatric SSD intervention, with attention to children's participation. Using a grounded theory approach, it aimed to develop an empirically grounded conceptual account of how collaboration is organized in relation to speech sound generalization. Methods This qualitative study adopted a Strauss and Corbin-oriented grounded theory approach. Semistructured interviews were conducted with 12 SLPs and 10 parents of children aged 4 to 7 years receiving SSD intervention in South Korea. Data collection and analysis proceeded iteratively using open, axial, and selective coding with constant comparison. A paradigm model explicated relationships among categories, and selective coding integrated categories around a core category. Results The central phenomenon was conceptualized as striving for triadic collaboration, reflecting SLPs' and parents' efforts to coordinate roles, expectations, and practice while supporting children's participation across SLP sessions and home practice. Three interrelated action/interaction strategies were identified: SLP-led monitoring strategies, parent-led home-based intervention strategies, and gradual motivation strategies. These collaborative processes were shaped by background and practice-level constraints. A category integration diagram was developed to represent how the core category, action/interaction strategies, and contextual concerns were organized around triadic collaboration. Conclusions The findings suggest that collaboration in pediatric SSD intervention is a contextually embedded process in which SLPs and parents coordinate roles and practices across SLP sessions and home practice while supporting children's participation. The category integration diagram represents how collaborative processes were organized across settings in relation to the gap between structured target sound production and everyday speech use. These findings highlight the relevance of coordinated collaboration for supporting practice across settings in relation to speech sound generalization.