Speech-language pathologists' practices and perceptions of parent involvement in paediatric services funded by the NDIS in Australia
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Autism (ASD)
Collaboration
Early childhood education
Early intervention
Early language
Expressive language
Language disorder (e.g. LD associated with...)
NDIS
Oral language
Parent/carer training
Phonological and Phonemic awareness
Professional practice
Receptive language
School age
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Therapy
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| Saturday, June 14, 2025 |
| 11:20 AM - 11:30 AM |
Overview
Thomas Gaffney
Details
⏫ Research insights
⏲️ 11.20am - 11.40am
⌛20-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
⏲️ 11.20am - 11.40am
⌛20-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
Presenter
Mr Thomas Gaffney
Headstart
Speech-language pathologists' practices and perceptions of parent involvement in paediatric services funded by the NDIS in Australia
11:20 AM - 11:40 AMPresentation summary
This presentation examines the practices and perceptions of paediatric speech-language pathologists (SLPs) regarding parent involvement in speech and language intervention under Australia's National Disability Insurance Scheme (NDIS). The study aimed to understand how the shift to NDIS funding has influenced the role of parents in service delivery.
A survey was conducted among 72 paediatric SLPs currently practicing in Australia with NDIS-funded clients. The survey included Likert scale questions assessing SLPs' practices in supporting parent involvement and open-text questions about perceived barriers and facilitators within NDIS-funded services. The data were analysed using descriptive statistics, significance testing, and thematic analysis.
The findings revealed that most SLPs are committed to involving parents in the intervention process. Notably, experienced SLPs employed more family-centred practices, while SLPs based in the Department of Education were less likely to do so. Barriers to parent involvement were identified at the SLP, parent, and workplace levels. However, effective communication, rapport building, and the use of a family-centred service delivery model were highlighted as key facilitators.
In conclusion, this study suggests that NDIS-funded SLP services in Australia are largely family-focused, with various strategies employed to enhance parent involvement in paediatric speech and language intervention.
A survey was conducted among 72 paediatric SLPs currently practicing in Australia with NDIS-funded clients. The survey included Likert scale questions assessing SLPs' practices in supporting parent involvement and open-text questions about perceived barriers and facilitators within NDIS-funded services. The data were analysed using descriptive statistics, significance testing, and thematic analysis.
The findings revealed that most SLPs are committed to involving parents in the intervention process. Notably, experienced SLPs employed more family-centred practices, while SLPs based in the Department of Education were less likely to do so. Barriers to parent involvement were identified at the SLP, parent, and workplace levels. However, effective communication, rapport building, and the use of a family-centred service delivery model were highlighted as key facilitators.
In conclusion, this study suggests that NDIS-funded SLP services in Australia are largely family-focused, with various strategies employed to enhance parent involvement in paediatric speech and language intervention.
Refrences
Armstrong, R. A. (2014). When to use the Bonferroni correction. Ophthalmic and Physiological Optics, 34(5), 502-508. https://doi.org/10.1111/opo.12131
Auert, E.-J., Trembath, D., Arciuli, J., & Thomas, D. (2012). Parents’ expectations, awareness, and experiences of accessing evidence-based speech-language pathology services for their children with autism. International Journal of Speech-Language Pathology, 14(2), 109-118. https://doi.org/10.3109/17549507.2011.652673
Carroll, C. (2010). “It's not everyday that parents get a chance to talk like this”: Exploring parents' perceptions and expectations of speech-language pathology services for children with intellectual disability. International Journal of Speech-Language Pathology, 12(4), 352-361. https://doi.org/10.3109/17549500903312107
Carroll, C., & Sixsmith, J. (2016). A trajectory of relationship development for early intervention practice for children with developmental disabilities. International Journal of Therapy and Rehabilitation, 23(3), 131-140. https://doi.org/10.12968/ijtr.2016.23.3.131
Clarke, V., Braun, V., & Hayfield, N. (2015). Thematic analysis. In Smith, J. A. (Ed)., Qualitative Psychology: A Practical Guide to Research Methods (pp. 222-248). Sage Publications.
Commonwealth of Australia. (2011). Disability Care and Support: Productivity Commission Inquiry Report. https://www.pc.gov.au/inquiries/completed/disability-support/report
DeVeney, S. L., Hagaman, J. L., & Bjornsen, A. L. (2017). Parent-implemented versus clinician-directed interventions for late-talking toddlers: A systematic review of the literature. Communication Disorders Quarterly, 39(1), 293-302. https://doi.org/10.1177/1525740117705116
Edwards, A., Brebner, C., Mccormack, P. F., & Macdougall, C. (2016). “More than blowing bubbles”: What parents want from therapists working with children with autism spectrum disorder. International Journal of Speech-Language Pathology, 18(5), 493-505. https://doi.org/10.3109/17549507.2015.1112835
Egilson, S. T. (2011). Parent perspectives of therapy services for their children with physical disabilities. Scandinavian Journal of Caring Sciences, 25(2), 277-284. https://doi.org/10.1111/j.1471-6712.2010.00823.x
Foley, K., Attrill, S., McAllister, S., & Brebner, C. (2020). Impact of transition to an individualised funding model on allied health support of participation opportunities. Disability and Rehabilitation, 1-10. https://doi.org/10.1080/09638288.2020.1725157
Forsingdal, S., St John, W., Miller, V., Harvey, A., & Wearne, P. (2014). Goal setting with mothers in child development services. Child: Care, Health and Development, 40(4), 587-596. https://doi.org/10.1111/cch.12075
Fritz, H. & Lysack, C. (2020). Qualitative Research. In L. G. Portney (Ed.) Foundations of Clinical Research: Applications to Evidence Based Practice (2nd ed., pp 297-316). F.A Davis Company.
Glogowska, M., & Campbell, R. (2004). Parental views of surveillance for early speech and language difficulties. Children & Society, 18(4), 266-277. https://doi.org/10.1002/chi.806
Joffe, V., & Pring, T. (2008). Children with phonological problems: A survey of clinical practice. International Journal of Language & Communication Disorders, 43(2), 154-164. https://doi.org/10.1080/13682820701660259
Kendrick, M., Ward, M., & Chenoweth, L. (2017). Australia’s national disability insurance scheme: looking back to shape the future. Disability & Society, 32(9), 1333-1350. https://doi.org/10.1080/09687599.2017.1322493
King, G., Desmarais, C., Lindsay, S., Piérart, G., & Tétreault, S. (2015). The roles of effective communication and client engagement in delivering culturally sensitive care to immigrant parents of children with disabilities. Disability and Rehabilitation, 37(15), 1372-1381. https://doi.org/10.3109/09638288.2014.972580
Klatte, I. S., Lyons, R., Davies, K., Harding, S., Marshall, J., McKean, C., & Roulstone, S. (2020). Collaboration between parents and SLTs produces optimal outcomes for children attending speech and language therapy: Gathering the evidence. International Journal of Language & Communication Disorders, 55, 618-628. https://doi.org/10.1111/1460-6984.12538
Lawler, K., Taylor, N. F., & Shields, N. (2013). Outcomes after caregiver-provided speech and language or other allied health therapy: A systematic review. Archives of Physical Medicine and Rehabilitation, 94(6), 1139-1160. https://doi.org/10.1016/j.apmr.2012.11.022
Mandak, K., & Light, J. (2018). Family-centered services for children with complex communication needs: the practices and beliefs of school-based speech-language pathologists. Augmentative and Alternative Communication, 34(2), 130-142. https://doi.org/10.1080/07434618.2018.1438513
McAllister, L., McCormack, J., McLeod, S., & Harrison, L. J. (2011). Expectations and experiences of accessing and participating in services for childhood speech impairment. International Journal of Speech-Language Pathology, 13(3), 251-267. https://doi.org/10.3109/17549507.2011.535565
McKean, K., Phillips, B., & Thompson, A. (2012). A family-centred model of care in paediatric speech-language pathology. International Journal of Speech-Language Pathology, 14(3), 235-246. https://doi.org/10.3109/17549507.2011.604792
McLeod, S., & Baker, E. (2014). Speech-language pathologists’ practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders. Clinical Linguistics & Phonetics, 28(7-8), 508-531. https://doi.org/10.3109/02699206.2014.926994
Melvin, K., Meyer, C., & Scarinci, N. (2020). What does a family who is “engaged” in early intervention look like? Perspectives of Australian speech-language pathologists. International Journal of Speech-Language Pathology, 1-11. https://doi.org/10.1080/17549507.2020.1784279
National Disability Insurance Scheme Act (2013). Retrieved from https://www.legislation.gov.au/Details/C2013A00020
NDIS. (2020). What is the NDIS?
https://www.ndis.gov.au/understanding/what-ndis
NDIS. (2022). What about children younger than 6 with developmental delay?
https://ourguidelines.ndis.gov.au/home/becoming-participant/applying-ndis/what-about-children-younger-6-developmental-delay
Newbury, J., & Sutherland, D. (2020). Measurement of child-directed speech: A survey of clinical practice. International Journal of Speech-Language Pathology, 22(4), 399-413. https://doi.org/10.1080/17549507.2019.1650111
Oliveira, C., Lousada, M., & Jesus, L. M. (2015). The clinical practice of speech and language therapists with children with phonologically based speech sound disorders. Child Language Teaching and Therapy, 31(2), 173-194. https://doi.org/ 10.1177/0265659014550420
Pepper, J., & Weitzman, E. (2004). It Takes Two to Talk: A Practical Guide for Parents of Children with Language Delays. The Hanen Centre.
Phoenix, M., Jack, S. M., Rosenbaum, P. L., & Missiuna, C. (2019). Parents' attendance, participation and engagement in children’s developmental rehabilitation services: Part 1. Contextualizing the journey to child health and happiness. Disability and Rehabilitation, 1-10. https://doi.org/10.1080/09638288.2018.1555617
Portney, L. G. (2020). Descriptive Research. In L. G. Portney (Ed.) Foundations of Clinical Research: Applications to Evidence Based Practice (2nd ed., pp 285-296). F.A Davis Company.
QSR International. NVivo Qualitative Data Analysis Software. https://www.qsrinternational.com/nvivo/home
Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180-199. https://doi.org/10.1044/1058-0360(2011/10-0055)
Roulstone, S., Wren, Y., Bakopoulou, I., Goodlad, S. & Lindsay, G. (2012). Exploring interventions for children and young people with speech, language and communication needs: A study of practice. Research Report DFE-RR247-BCRP13. Department for Education, UK. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/219627/DFE-RR247-BCRP13.pdf
Sugden, E., Baker, E., Munro, N., Williams, A. L., & Trivette, C. M. (2018). An Australian survey of parent involvement in intervention for childhood speech sound disorders. International Journal of Speech-Language Pathology, 20(7), 766-778. https://doi.org/10.1080/17549507.2017.1356936
Sugden, E., Munro, N., Trivette, C. M., Baker, E., & Williams, A. L. (2019). Parents’ experiences of completing home practice for speech sound disorders. Journal of Early Intervention, 41(2), 159-181. https://doi.org/10.1177/1053815119828409
Tambyraja, S. R. (2020). Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies. American Journal of Speech-Language Pathology, 1-10. https://doi.org/10.1044/2020_AJSLP-19-00071
Tambyraja, S. R., Schmitt, M. B., & Justice, L. M. (2017). The frequency and nature of communication between school-based speech-language pathologists and caregivers of children with language impairment. American Journal of Speech-Language Pathology, 26(4), 1193-1201. https://doi.org/10.1044/2017_AJSLP-16-0235
The Jamovi Project. (2020). jamovi (Version 1.2) [Computer Software]. https://www.jamovi.org
Watts Pappas, N., McAllister, L., & McLeod, S. (2016). Parental beliefs and experiences regarding involvement in intervention for their child with speech sound disorder. Child Language Teaching and Therapy, 32(2), 223-239. https://doi.org/10.1177/0265659015615925
Watts Pappas, N., & McLeod, S. (2009). Working with families in speech-language pathology. Plural Publishing.
Watts Pappas, N., McLeod, S., McAllister, L., & McKinnon, D. H. (2008). Parental involvement in speech intervention: A national survey. Clinical Linguistics & Phonetics, 22(4-5), 335-344. https://doi.org/10.1080/02699200801919737
World Health Organization. (2007). International Classification of Functioning, Disability, and Health: Children & Youth Version: ICF-CY. World Health Organization. https://apps.who.int/iris/handle/10665/43737
Auert, E.-J., Trembath, D., Arciuli, J., & Thomas, D. (2012). Parents’ expectations, awareness, and experiences of accessing evidence-based speech-language pathology services for their children with autism. International Journal of Speech-Language Pathology, 14(2), 109-118. https://doi.org/10.3109/17549507.2011.652673
Carroll, C. (2010). “It's not everyday that parents get a chance to talk like this”: Exploring parents' perceptions and expectations of speech-language pathology services for children with intellectual disability. International Journal of Speech-Language Pathology, 12(4), 352-361. https://doi.org/10.3109/17549500903312107
Carroll, C., & Sixsmith, J. (2016). A trajectory of relationship development for early intervention practice for children with developmental disabilities. International Journal of Therapy and Rehabilitation, 23(3), 131-140. https://doi.org/10.12968/ijtr.2016.23.3.131
Clarke, V., Braun, V., & Hayfield, N. (2015). Thematic analysis. In Smith, J. A. (Ed)., Qualitative Psychology: A Practical Guide to Research Methods (pp. 222-248). Sage Publications.
Commonwealth of Australia. (2011). Disability Care and Support: Productivity Commission Inquiry Report. https://www.pc.gov.au/inquiries/completed/disability-support/report
DeVeney, S. L., Hagaman, J. L., & Bjornsen, A. L. (2017). Parent-implemented versus clinician-directed interventions for late-talking toddlers: A systematic review of the literature. Communication Disorders Quarterly, 39(1), 293-302. https://doi.org/10.1177/1525740117705116
Edwards, A., Brebner, C., Mccormack, P. F., & Macdougall, C. (2016). “More than blowing bubbles”: What parents want from therapists working with children with autism spectrum disorder. International Journal of Speech-Language Pathology, 18(5), 493-505. https://doi.org/10.3109/17549507.2015.1112835
Egilson, S. T. (2011). Parent perspectives of therapy services for their children with physical disabilities. Scandinavian Journal of Caring Sciences, 25(2), 277-284. https://doi.org/10.1111/j.1471-6712.2010.00823.x
Foley, K., Attrill, S., McAllister, S., & Brebner, C. (2020). Impact of transition to an individualised funding model on allied health support of participation opportunities. Disability and Rehabilitation, 1-10. https://doi.org/10.1080/09638288.2020.1725157
Forsingdal, S., St John, W., Miller, V., Harvey, A., & Wearne, P. (2014). Goal setting with mothers in child development services. Child: Care, Health and Development, 40(4), 587-596. https://doi.org/10.1111/cch.12075
Fritz, H. & Lysack, C. (2020). Qualitative Research. In L. G. Portney (Ed.) Foundations of Clinical Research: Applications to Evidence Based Practice (2nd ed., pp 297-316). F.A Davis Company.
Glogowska, M., & Campbell, R. (2004). Parental views of surveillance for early speech and language difficulties. Children & Society, 18(4), 266-277. https://doi.org/10.1002/chi.806
Joffe, V., & Pring, T. (2008). Children with phonological problems: A survey of clinical practice. International Journal of Language & Communication Disorders, 43(2), 154-164. https://doi.org/10.1080/13682820701660259
Kendrick, M., Ward, M., & Chenoweth, L. (2017). Australia’s national disability insurance scheme: looking back to shape the future. Disability & Society, 32(9), 1333-1350. https://doi.org/10.1080/09687599.2017.1322493
King, G., Desmarais, C., Lindsay, S., Piérart, G., & Tétreault, S. (2015). The roles of effective communication and client engagement in delivering culturally sensitive care to immigrant parents of children with disabilities. Disability and Rehabilitation, 37(15), 1372-1381. https://doi.org/10.3109/09638288.2014.972580
Klatte, I. S., Lyons, R., Davies, K., Harding, S., Marshall, J., McKean, C., & Roulstone, S. (2020). Collaboration between parents and SLTs produces optimal outcomes for children attending speech and language therapy: Gathering the evidence. International Journal of Language & Communication Disorders, 55, 618-628. https://doi.org/10.1111/1460-6984.12538
Lawler, K., Taylor, N. F., & Shields, N. (2013). Outcomes after caregiver-provided speech and language or other allied health therapy: A systematic review. Archives of Physical Medicine and Rehabilitation, 94(6), 1139-1160. https://doi.org/10.1016/j.apmr.2012.11.022
Mandak, K., & Light, J. (2018). Family-centered services for children with complex communication needs: the practices and beliefs of school-based speech-language pathologists. Augmentative and Alternative Communication, 34(2), 130-142. https://doi.org/10.1080/07434618.2018.1438513
McAllister, L., McCormack, J., McLeod, S., & Harrison, L. J. (2011). Expectations and experiences of accessing and participating in services for childhood speech impairment. International Journal of Speech-Language Pathology, 13(3), 251-267. https://doi.org/10.3109/17549507.2011.535565
McKean, K., Phillips, B., & Thompson, A. (2012). A family-centred model of care in paediatric speech-language pathology. International Journal of Speech-Language Pathology, 14(3), 235-246. https://doi.org/10.3109/17549507.2011.604792
McLeod, S., & Baker, E. (2014). Speech-language pathologists’ practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders. Clinical Linguistics & Phonetics, 28(7-8), 508-531. https://doi.org/10.3109/02699206.2014.926994
Melvin, K., Meyer, C., & Scarinci, N. (2020). What does a family who is “engaged” in early intervention look like? Perspectives of Australian speech-language pathologists. International Journal of Speech-Language Pathology, 1-11. https://doi.org/10.1080/17549507.2020.1784279
National Disability Insurance Scheme Act (2013). Retrieved from https://www.legislation.gov.au/Details/C2013A00020
NDIS. (2020). What is the NDIS?
https://www.ndis.gov.au/understanding/what-ndis
NDIS. (2022). What about children younger than 6 with developmental delay?
https://ourguidelines.ndis.gov.au/home/becoming-participant/applying-ndis/what-about-children-younger-6-developmental-delay
Newbury, J., & Sutherland, D. (2020). Measurement of child-directed speech: A survey of clinical practice. International Journal of Speech-Language Pathology, 22(4), 399-413. https://doi.org/10.1080/17549507.2019.1650111
Oliveira, C., Lousada, M., & Jesus, L. M. (2015). The clinical practice of speech and language therapists with children with phonologically based speech sound disorders. Child Language Teaching and Therapy, 31(2), 173-194. https://doi.org/ 10.1177/0265659014550420
Pepper, J., & Weitzman, E. (2004). It Takes Two to Talk: A Practical Guide for Parents of Children with Language Delays. The Hanen Centre.
Phoenix, M., Jack, S. M., Rosenbaum, P. L., & Missiuna, C. (2019). Parents' attendance, participation and engagement in children’s developmental rehabilitation services: Part 1. Contextualizing the journey to child health and happiness. Disability and Rehabilitation, 1-10. https://doi.org/10.1080/09638288.2018.1555617
Portney, L. G. (2020). Descriptive Research. In L. G. Portney (Ed.) Foundations of Clinical Research: Applications to Evidence Based Practice (2nd ed., pp 285-296). F.A Davis Company.
QSR International. NVivo Qualitative Data Analysis Software. https://www.qsrinternational.com/nvivo/home
Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180-199. https://doi.org/10.1044/1058-0360(2011/10-0055)
Roulstone, S., Wren, Y., Bakopoulou, I., Goodlad, S. & Lindsay, G. (2012). Exploring interventions for children and young people with speech, language and communication needs: A study of practice. Research Report DFE-RR247-BCRP13. Department for Education, UK. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/219627/DFE-RR247-BCRP13.pdf
Sugden, E., Baker, E., Munro, N., Williams, A. L., & Trivette, C. M. (2018). An Australian survey of parent involvement in intervention for childhood speech sound disorders. International Journal of Speech-Language Pathology, 20(7), 766-778. https://doi.org/10.1080/17549507.2017.1356936
Sugden, E., Munro, N., Trivette, C. M., Baker, E., & Williams, A. L. (2019). Parents’ experiences of completing home practice for speech sound disorders. Journal of Early Intervention, 41(2), 159-181. https://doi.org/10.1177/1053815119828409
Tambyraja, S. R. (2020). Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies. American Journal of Speech-Language Pathology, 1-10. https://doi.org/10.1044/2020_AJSLP-19-00071
Tambyraja, S. R., Schmitt, M. B., & Justice, L. M. (2017). The frequency and nature of communication between school-based speech-language pathologists and caregivers of children with language impairment. American Journal of Speech-Language Pathology, 26(4), 1193-1201. https://doi.org/10.1044/2017_AJSLP-16-0235
The Jamovi Project. (2020). jamovi (Version 1.2) [Computer Software]. https://www.jamovi.org
Watts Pappas, N., McAllister, L., & McLeod, S. (2016). Parental beliefs and experiences regarding involvement in intervention for their child with speech sound disorder. Child Language Teaching and Therapy, 32(2), 223-239. https://doi.org/10.1177/0265659015615925
Watts Pappas, N., & McLeod, S. (2009). Working with families in speech-language pathology. Plural Publishing.
Watts Pappas, N., McLeod, S., McAllister, L., & McKinnon, D. H. (2008). Parental involvement in speech intervention: A national survey. Clinical Linguistics & Phonetics, 22(4-5), 335-344. https://doi.org/10.1080/02699200801919737
World Health Organization. (2007). International Classification of Functioning, Disability, and Health: Children & Youth Version: ICF-CY. World Health Organization. https://apps.who.int/iris/handle/10665/43737
**********
Thomas Gaffney has worked clinically as a paediatric speech-language pathologist in both in-person and remote settings across several private practices. During this time, he has honed his skills in managing busy caseloads and delivering individualised, effective interventions. His diverse work experiences have also enabled him to build strong rapport and professional relationships, collaborate effectively in multidisciplinary teams, and advocate for paediatric clients and their families.
The recent completion of his Master of Science in Speech and Language Sciences, along with his role as a research assistant, further developed his expertise in academic research, particularly regarding how NDIS-funded clinical practice can influence paediatric intervention and family involvement. This has deepened his understanding of family engagement in service delivery and navigating the NDIS in clinical settings.
Thomas's primary career goal is to maximise the potential for individuals with communication difficulties and ensure that positive, functional outcomes are achieved for them and their families.
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
Disclaimer: © (2024) The Speech Pathology Association of Australia Limited. All rights reserved.
Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
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