JMIR Publications

ABSTRACT

Background:

Speech sound disorders (SSDs) are among the most prevalent communication disorders in children and can lead to significant long-term impacts on academic, social, and emotional development. While family-centered care is widely adopted in pediatric speech therapy, the role of existing collaboration models, such as preliminary program theory, in addressing the active participation of children and integration of digital technology (DT) into therapy remains limited.

Objective:

This study aims to systematically identify the requirements and structural components essential for effective digital-based collaboration in SSD intervention by exploring in-depth the perspectives of speech–language pathologists (SLPs) and parents. As a foundational examination, this study explores the enhancement of therapeutic engagement and outcomes through digitally mediated, collaborative approaches.

Methods:

This qualitative study adopted a constructivist paradigm. Semistructured interviews were conducted with 12 SLPs and 10 parents of children with SSDs or suspected SSDs. Children’s perspectives were inferred through detailed descriptions and materials. Interview data were analyzed using Braun and Clarke’s six-phase thematic analysis framework. Methodological rigor was ensured through triangulation, member checking, and reflexive practices.

Results:

The study identified three core themes: (1) SLP-led monitoring, (2) parent-led family-based intervention, and (3) gradual motivation strategies. Based on these findings, a triadic collaborative intervention (TCI) framework was developed to enhance collaboration among SLPs, parents, and children with emphases on active child participation and integration of therapy into clinical and home settings. In addition, a digital collaborative pathway (DCP) was proposed to extend therapeutic environments by leveraging DT to enable consistent, data-driven collaboration—including data visualization for therapeutic alliance—thereby enhancing intrinsic feedback loops for children and personalized intervention intensity.

Conclusions:

The TCI framework provides an initial theoretical foundation for collaborative care in pediatric speech therapy. Additionally, the DCP concept proposes a digital infrastructure that extends the therapeutic ecosystem. Future empirical studies are required to verify its clinical efficacy and practical feasibility.