The Communication Patterns between Speech–Language Therapists and Parents/Guardians of Children with Developmental Language Disorders in Private Speech–Language Therapy in Cyprus

Abstract

Children with developmental language disorder (DLD) experience communication difficulties and receive speech–language therapy (SLT) services in public schools and/or private clinics in Cyprus. This study aims to analyze the context and content of communication between parents/guardians (P/Gs) and speech-language therapists (SLTs) in private practice. The conducted cross-sectional study utilized nonprobability convenience sampling to recruit P/Gs of children with DLD. Participants completed a questionnaire regarding their sociodemographic characteristics, the context of communication, topics discussed, and collaboration level with the SLTs. A total of 189 P/Gs participated, of which 84.1% were married, 79.4% were mothers, and 52.4% held at least a college/university degree. Mothers primarily communicated with SLTs in the setting, discussing their children’s performance, progress, behavior, difficulties, and homework. However, 48.7% felt well-informed, 47.1% fully understood their children’s goals, 55.6% received thorough briefings from SLTs, 51.3% observed at least a portion of the therapy session, and 77.8% received at least an adequate amount of homework. Additionally, 73.6% reported the use of technology during SLT, and 74.5% expressed good/great satisfaction with their children’s progress. Of the 31.1% reporting difficulties, 64.3% mentioned some difficulties related to homework completion and the children’s behavior. The proposed solutions included increased SLT briefings, training, and P/Gs observing therapy sessions.