Early childhood practitioners, including speech-language pathologists (SLPs), frequently provide home practice to children and families. For children with speech sound disorder (SSD), who comprise a large proportion of SLPs’ caseloads worldwide, completing home practice can increase the amount of intervention received and improve outcomes. However, little is known about parents’ experiences of completing this home practice. The purpose of this qualitative study was to explore parents’ experiences of completing home practice for children with SSD. Semi-structured interviews were conducted with six parents. Qualitative content analysis was used to analyze data and identify four themes: evolution over time, different roles, importance, and managing the practicalities of home practice. The findings speak to the complexities of this experience for families and the need for practitioners to collaborate with families when providing home practice. These findings have implications for the home practice that early intervention practitioners provide to children and families.

中文翻译：

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家长完成言语障碍家庭练习的经验

包括语言病理学家 (SLP) 在内的幼儿从业者经常为儿童和家庭提供家庭练习。对于在全球 SLP 病例中占很大比例的语音障碍 (SSD) 儿童，完成家庭练习可以增加接受的干预量并改善结果。然而，关于父母完成这种家庭练习的经验知之甚少。这项定性研究的目的是探讨父母为 SSD 儿童完成家庭练习的经验。对六位家长进行了半结构化访谈。定性内容分析用于分析数据并确定四个主题：随时间演变、不同角色、重要性和管理家庭实践的实用性。调查结果说明了这种家庭体验的复杂性，以及从业者在提供家庭实践时与家庭合作的必要性。这些发现对早期干预从业者为儿童和家庭提供的家庭实践有影响。