JCPSLP Vol 21 No 2 2019 DIGITAL Edition

co-occurring disorders: stuttering and SSD. In summary, all parents reported their overall experience as being positive. In addition, participants highlighted aspects of this form of service delivery for clinicians to consider when implementing this form of treatment. The insights of all who participate the treatment are necessary in a holistic evaluation of a treatment approach. Such insights will enhance the development and implementation of speech therapy programs, and are in alignment with the principles of E3BP (Dollaghan, 2007) and family-centred practice (McKean et al., 2012). Acknowledgments and declaration The authors, who have no conflict of interest to declare, sincerely thank our part 1 and part 2 participants. References Baker, E., & McLeod, S. (2011). Evidence-based practice for children with speech sound disorders: Part 1 narrative review. Language, Speech, and Hearing Services in Schools , 42 , 10–139. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 (2), 77–101. Carlson, J. A. (2010). Avoiding traps in member checking. The Qualitative Report , 15 (5), 1102–1113. Conture, E., Louko, L., & Edwards, M. (1993). Simultaneously treating stuttering and disordered phonology in children: Experimental treatment, preliminary findings. American Journal of Speech-Language Pathology , 2 , 72–81. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches . London: Sage Publications. Dollaghan, C. (2007). The handbook for evidence-based practice in communication disorders . Baltimore, MD: Paul H. Brookes. Edwards, J., & Lampert, M. (Eds.). (1993). Talking data: Transcription and coding in discourse research . Hillsdale, NJ: Lawrence Erlbaum Associates. Goodhue, R., Onslow, M., Quine, S., O’Brian, S., & Hearne, A. (2010). The Lidcombe Program of early stuttering intervention: Mother’s experiences. Journal of Fluency Disorders , 3 5 , 70–84. Greene, D., & Lepper, M. (1974). Effects of extrinsic rewards on children’s subsequent intrinsic interest. Child Development , 45 (4), 1141-1145. Hayhow, R. (2009). Parents’ expectations of the Lidcombe Program of early stuttering intervention. International Journal of Speech-Language Pathology , 11 (1), 20–25. Hodkinson, P. (2008). Grounded theory and inductive research. In N. Gilbert (Ed.), Researching social life (3rd ed., pp. 80–100). London: Sage. Kolb, D. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall. Manning, W., Trutna, P., & Shaw, C. (1976). Verbal versus tangible reward for children who stutter. Journal of Speech & Hearing Disorders , 41 , 52-62. 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. 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 , 508–531.

Mills, J., Bonner, A., & Francis, K. (2006). The development of constructivist grounded theory. International Journal of Qualitative Methods , 5 (1), 25-35. Onslow, M., Webber, M., Harrison, E., Arnott, S., Bridgman, K., Carey, B., . . . Lloyd, W. (2017). The Lidcombe Program treatment guide . Retrieved from http://sydney.edu.au/ health-sciences/asrc/docs/Lidcombe%20Program%20 Treatment%20Guide%20December%202017.pdf Packman, A., Onslow, M., Webber, M., Harrison, E., Lees, S., Bridgman, K., & Carey, B. (2011). The Lidcombe Program of early stuttering intervention treatment guide . Retrieved from http://sydney.edu.au/health_sciences/asrc/ docs/lidcombe_program_guide_2011.pdf QSR International Pty Ltd. (2015). NVivo qualitative data analysis software (Version 11). Doncaster, Vic: QSR International Pty Ltd. Ratner, N. (1995). Treating the child who stutters with concomitant language or phonological impairment. Language, Speech, and Hearing Services in Schools , 26 , 180–186. Reilly, S., Krahe, M., Brignell, A., Kefalianos, E., Downes, M., & Morgan, A. (2017). Review of interventions of stuttering: An Evidence Check rapid review brokered by the Sax Institute for the NSW Ministry of Health, 2017 . https:// www.saxinstitute.org.au/our-work/knowledge-exchange/ evidence-check/ 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. Unicomb, R. (2015). Evidence for the treatment of co- occurring stuttering and speech sound disorder . (Doctoral dissertation, University of Newcastle, Australia). Retrieved from http://ogma.newcastle.edu.au:8080/vital/access/ manager/Repository/uon:19271 Unicomb, R., Hewat, S., Spencer, E., & Harrison, E. (2017). Evidence for the treatment of co-occurring stuttering and speech sound disorder: A clinical case series. International Journal of Speech-Language Pathology , 19 , 251–264. Warren, S. F., Fey, M. E., & Yoder, P. J. (2007). Differential treatment intensity research: A missing link to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities Research Reviews , 13 , 70–77. 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 & Therapy , 32 , 223–239. Watts Pappas, N., McLeod, S., McAllister, L., & McKinnon, D. H. (2008). Parental involvement in speech intervention: A national survey. Clinical Linguistics & Phonetics , 22 , 335–344. 1 Due to the timing of delivery of treatment for this study, an earlier version of the treatment manual was used. However, the most up-to-date version of the treatment guide (Onslow et al., 2017) is available for download from http://www.lidcombeprogram.org/ Dr Rachael Unicomb (@RachaelUnicomb) is a speech pathologist and lecturer at the University of Newcastle. Dr Sally Hewat (@salhew) is a speech pathologist and Associate Professor. at the University of Newcastle. Dr Elisabeth Harrison (@HarriLis) is a speech pathologist and senior lecturer at Macquarie University.

Correspondence to: Rachael Unicomb University of Newcastle email: Rachael.unicomb@newcastle.edu.au

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