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Purpose: Recent studies suggest professionals engage with parents; however, literature shows that, in practice, there is a gap between what a parent’s role might be and their actual role in the intervention process. This study aims to close this gap by identifying parents’ impact on speech-language pathologists’ (SLPs’) intervention process and their role in the intervention. Method: This study was conducted in Turkey with 16 SLPs working with parents of early years children who have developmental language disorder. A data-driven approach was adopted to understand SLPs’ unique aspects and views. Four different data collection methods were used: semi-structured interviews, vignettes, observation with follow-up interviews, and audio diaries. Data were analyzed using inductive thematic analysis. Result: Themes were identified as ‘therapists’ view of what is ideal’ and ‘what happens in clinical practice in reality’. Although the Turkish SLPs wish and intend to involve parents in the intervention process, there were instances where parents were not actively involved or even excluded from the session. Conclusion: This study indicates that engaging with parents in intervention changes across contextual factors. SLPs’ beliefs, parent and child based individual factors have a significant impact on parental engagement. It is concluded that such factors lead SLTs to administer various forms of language intervention methods. This study recommends educating parents about their role in therapies and increasing SLPs awareness of parental involvement.

Engaging with parents in decision-making: The dilemma of the ideal and reality