{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T11:25:08Z","timestamp":1788434708427,"version":"build-2803163510"},"reference-count":33,"publisher":"American Speech Language Hearing Association","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Am J Speech Lang Pathol"],"published-print":{"date-parts":[[2020,11,12]]},"abstract":"<jats:sec>\n            <jats:title>Purpose<\/jats:title>\n            <jats:p>This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Method<\/jats:title>\n            <jats:p>Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Results<\/jats:title>\n            <jats:p>Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Conclusion<\/jats:title>\n            <jats:p>These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.<\/jats:p>\n          <\/jats:sec>","DOI":"10.1044\/2020_ajslp-19-00071","type":"journal-article","created":{"date-parts":[[2020,8,13]],"date-time":"2020-08-13T22:52:25Z","timestamp":1597359145000},"page":"1987-1996","source":"Crossref","is-referenced-by-count":24,"title":["Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies"],"prefix":"10.1044","volume":"29","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-4695-7337","authenticated-orcid":false,"given":"Sherine R.","family":"Tambyraja","sequence":"first","affiliation":[{"name":"The Ohio State University Schoenbaum Family Center and Crane Center for Early Childhood Research and Policy, Columbus, OH"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1310","reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2012\/11-0076)"},{"key":"e_1_3_2_3_1","unstructured":"American Speech-Language-Hearing Association. 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