JCPSLP Vol 21 No 2 2019 DIGITAL Edition

Table 2. Summary of main findings and example coding structure (continued)

Theme 2

My child’s journey

When we first started

Initial resistance to treatment Starting treatment so young

Getting used to things

Feeling connected with the clinician Coping well with treatment Enjoying one-on-one time with carer Getting used to treatment over time Not confusing

Noticing a change

Child notices positive change in communication Confidence improved Relationships improved Child self-evaluating

The challenge of communication

Carer translates for child Sibling translates for child Unintelligible Feeling frustrated

Theme 3

The therapeutic journey The beginning

Nervous about delivering treatment Balancing two treatments at home Getting the balance of PVCs right SLP teaches skills for home implementation

Barriers to treatment

Competing demands: child compliance; time; employment; life-balance; siblings, intensity of treatment

Facilitators to treatment

Engagement with clinician Structure of the treatment Therapeutic motivators Timing of clinic visits (weekly) Visualising change (of goals within clinic visits) Minimising distractions at home

Looking back

Treatment effective Concurrent treatment successful Effort of treatment was worthwhile Treatment journey was a positive one

Decisions, decisions

Identifying the main concern Which one do I treat first? Identifying the disorders

Providing the treatment

Increased confidence delivering treatment over time More comfortable with SSD treatment Home treatment strategies Thinking outside the square to get treatment done at home

up. Identified themes were within the explicit meanings of the data as reported by participants’ own words. Analysis was aided by use of NVivo 11computer software (QSR International Pty Ltd, 2015). In total, 98 initial codes were identified and sorted into 15 subthemes. Potential main themes were identified and revised against initially coded data extracts. In the final phases of analysis, three overarching main themes emerged and were named accordingly. Table 2 provides an example of how example initial codes developed into subthemes and themes. Reliability and credibility All transcripts were checked against their original recordings for accuracy of transcription. Two processes were used to

enhance credibility of the data. First, each participant was given the opportunity to review and amend a full copy of their interview transcript (member-checking) (Carlson, 2010). All participants agreed to be involved in this process, although nobody made subsequent changes to their transcripts. Second, peer debriefing (Creswell, 2009) was used. The peer reviewer, experienced in qualitative research, was provided with portions of participant transcripts and a list of initial open codes generated by the first author. The initial codes were compared with those of the peer reviewer’s. In total, there was 93% agreement between these first and second codings. Where new codes were suggested, discussions were held between the researchers and peer reviewer until consensus was reached.

103

JCPSLP Volume 21, Number 2 2019

www.speechpathologyaustralia.org.au