What does engagement mean in early speech pathology intervention? A qualitative systematised review

Purpose:This review aimed to provide a qualitative description of family engagement (i.e., involvement and investment) in early speech pathology intervention, as represented in existing early speech pathology intervention literature. Methods:A systematised review protocol was used to conduct a comprehensive search of the qualitative speech pathology literature within five electronic databases (CINAHL, MEDLINE, PubMed, PsycIFNO, SCOPUS) using key words related to engagement (e.g., family-professional partnerships, involvement, participation). Thematic synthesis was used to analyse the data. Results:A total of 6935 unique papers were retrieved. Of these, 28 peer-reviewed articles satisfied the inclusion criteria. The following themes were identified: 1) engagement is both a state and a process; 2) parents are supported to engage with intervention when they build trusting relationships with speech-language pathologists; 3) parents are supported to engage with intervention when open, two-way communication is established; and 4) parents are supported to engage in intervention when speech-language pathologists work together with them in sessions. Conclusions:Engagement in early speech pathology intervention is a complex, multifaceted state where parents are ready and empowered to take an active role in their child's intervention, both inside and outside intervention sessions. All parents have different journeys towards engagement, but many parents need time and support from speech-language pathologists to become engaged in early speech pathology intervention.