CSU Writing for Publication Program

I am both an invited speaker and mentor for the CSU Writing For Publication Program run by the Research Office. There are 22 participants who meet every 3-weeks on Fridays. Their goal is to write a journal article during the program. I am mentoring Dr Carolyn Gregoric to write the paper about Children Draw Playing in Mongolia. This morning focused on writing the introduction, conclusion and literature review.

CVC2026 Publications Committee

The CVC2026 Publications Committee, chaired by A/Prof Tamara Cumming met today - and decided on the book series we aim to target for the publication of key presentations from CVC2026. It was a useful conversation - and we are ready to begin the proposal documentation. We worked out that CVC2026 papers target all Sustainable Development Goals apart from SDGs2, 6, 7.

Congratulations Holly

Congratulations to Holly McAlister who has had these papers published for her PhD while I have been on leave:

McAlister, H., McLeod, S., & Hopf, S. C. (2026). Ladders, trees and matrixes: Child-focused participatory action research frameworks for children with diverse communication abilities. Child Language Teaching and Therapy. https://doi.org/10.1177/02656590261455298 

McAlister, H., Hopf, S. C., & McLeod, S. (2026). Mountain garden views: Speech-language pathologists’ beliefs, practices and aspirations for culturally responsive practice with Pacific Islander children and families. Speech, Language and Hearing, 29(1), 2671099. https://doi.org/10.1080/2050571X.2026.2671099
 

PhDs containing publications - Copyright resources from the CSU Library and Research Office

Thanks to Sarah Bartlett and Holly McAlister who organised a meeting to discuss PhDs containing publications with the Research Office and Library. Here are some resources that were shared.

Copyright for HDR students - https://www.csu.edu.au/copyright/for-research/hdr-students

Requesting permission to use copyright material - https://libguides.csu.edu.au/copyright-permission/requesting 

Open Access Licences  https://opentext.csu.edu.au/oalicences/
by Jane Bowland and Lyndall Holstein

Book Description:This OER is a practical guide for Charles Sturt University staff, researchers, and students. It covers how to reuse openly licensed works in study, teaching, and research; the meaning of Creative Commons licences and how to apply them when publishing theses, research outputs, and open education resources (OER). 

Figure permissions:

• CCC - https://marketplace.copyright.com/rs-ui-web/mp
• PLS - https://www.plsclear.com/Home/Index

 

Journal articles published in 2025

 Here are the journal articles I co-authored with my students and colleagues that were published in 2025:

1. Margetson, K., McLeod, S., & Verdon, S. (2025). Cross-linguistic transfer in Vietnamese-English speech. Language, Speech, and Hearing Services in Schools, 56(4), 1192-1216. https://doi.org/10.1044/2025_LSHSS-25-00046
2. van Doornik, A., Franken, M. C., McLeod, S., Terband, H., & Gerrits, E. (2025). Children’s, parents’, and experts’ perception of speech and communication. Language, Speech, and Hearing Services in Schools, 56(4), 1042-1053 https://doi.org/10.1044/2025_LSHSS-24-00140
3. Bartlett, S. & McLeod, S. (2025). Caregivers’ insights into supporting their late talkers using Target Word™ Hanen® Parent Program.  International Journal of Speech-Language Pathology, 27(5), 702–716 https://doi.org/10.1080/17549507.2024.2438103
4. McLeod, S., Gregoric, C., Davies, J., Dealtry, L., Delli-Pizzi, L., Downey, B., Elwick, S., Hopf, S. C., Ivory, N., McAlister, H., Murray, E., Rahman, A., Sikder, S., Tran, V. H., & Zischke, C. (2025). Children draw talking around the world. Language, Speech, and Hearing Services in Schools, 56(4), 1088-1109. https://doi.org/10.1044/2025_LSHSS-23-00190
5. Washington, K. N., Crowe, K., McLeod, S., Margetson, K., Bazzocchi, N. B. M., Kokotek, L. E., van der Straten Waillet, P., Másdóttir, T., & Volhardt M. D. S. (2025). Methods of diagnosing speech sound disorders in multilingual children. Language, Speech, and Hearing Services in Schools, 56(3), 469-487.  https://doi.org/10.1044/2025_LSHSS-24-00099
6. McLeod, S., Harrison, L. J., McMahon, C., Wang, C., & Evans, J. R. (2025). Parent-reported speech and language in early childhood is an early indicator of Indigenous Australian children’s literacy and numeracy outcomes. Language, Speech, and Hearing Services in Schools, 56(3), 730-746. https://doi.org/10.1044/2025_LSHSS-23-00200
7. Downey, B., Gibbs, L., Letts, W., & McLeod, S. (2025). Cultivating collaborative practice to sustain and retain early childhood educators. Education Sciences, 15(11), 1451. https://doi.org/10.3390/educsci15111451 
8. Hurley, C. R., McLeod, S., & Anthonappa, R. P. (2025). Extraction of primary maxillary incisors and children’s speech production: A case series. Clinical Linguistics and Phonetics, 39(4–5), 427–439. https://doi.org/10.1080/02699206.2024.2355481
9. van Doornik, A., Welbie, M., McLeod, S., Gerrits, E., & Terband, H. (2025). Speech and language therapists’ insights into severity of speech sound disorders in children for developing the speech sound disorder severity construct. International Journal of Language and Communication Disorders, 60, e70022. https://doi.org/10.1111/1460-6984.70022

APA7

 I am about to have a new PhD student in 2026 - and here is the email I sent to her this morning:

As you begin your PhD next year, please ask Santa for an APA7 publication manual - and engage in holiday reading. I think it’s important to read it from beginning to end. It’s so useful and is used in almost every  journal you will publish in (and your dissertation) The version with tabs is the fancy one. I created my own tabs https://apastyle.apa.org/products/publication-manual-7th-edition (I think you can buy it from other places too)

Advancing the Sustainable Development Goals by listening to children’s voices across the globe

Our Children's Voices Centre has collaborated to write another paper based on the informative Children Draw Talking data set - and it has just been accepted for publication. Hooray!

Gregoric, C., McLeod, S., Hopf, S. C., Downey, B., Rahman, A., Sikder, S., Zischke, C., Tran, V. H., Murray, E., McAlister, H., Ivory, N., Delli-Pizzi, L., Elwick, S., Dealtry, L., Davies, J. (2025, in press November). Advancing the Sustainable Development Goals by listening to children’s voices across the globe. Child Language Teaching and Therapy. https://doi.org/10.1177/02656590251406102 

Here is the abstract:

The Sustainable Development Goals (SDGs) (United Nations, 2015) represent a global agenda for achieving a sustainable future for people and the planet to inform decision and policy making at all levels. Children should have a significant voice in shaping the world they will inherit; indeed, SDG 17 is focussed on partnership for the goals. The aim of the present study was to investigate which SDGs are depicted in children’s drawings of themselves talking to provide researchers and policy makers insights into their perceptions about, and solutions for, the SDGs. The Children Draw Talking Global Online Gallery (https://www.csu.edu.au/research/childrens-voices-centre/research/childrens-voices) included 200 drawings from children from 24 countries. Children aged 2–12 years responded to the online prompt “draw yourself talking” and submitted their drawing and explanation. A 15-member interdisciplinary research team analysed the drawings to determine their alignment with the seventeen SDGs. Most of the 200 drawings (n = 191, 95.5%) could be coded with at least one SDG. Overall, there were 359 representations of SDGs coded across the data set of 200 drawings. Many children highlighted access to green public spaces and housing (SDG11), education (SDG 4), and decision-making (SDG 16) while others portrayed reducing inequality (SDG 10) and addressing poverty (SDG 1). This research demonstrated that children may be implicitly aware of factors related to the Sustainable Development Goals across their lives and provides an exemplar of how children’s voices could be included by inviting them to contribute drawings.  

Three papers published in the latest issue of LSHSS!

A colleague at the American Speech-Language-Hearing Association Convention alerted me to the fact that our team has had THREE papers published in the latest issue of ASHA's Q1 journal - Language, Speech, and Hearing Services in Schools. Congratulations CVC team!

McLeod, S., Gregoric, C., Davies, J., Dealtry, L., Delli-Pizzi, L., Downey, B., Elwick, S., Hopf, S. C., Ivory, N., McAlister, H., Murray, E., Rahman, A., Sikder, S., Tran, V. H., & Zischke, C. (2025). Children Draw Talking Around the World. Language, Speech, and Hearing Services in Schools, 56(4), 1088-1109. https://doi.org/10.1044/2025_LSHSS-23-00190 

Margetson, K., McLeod, S., & Verdon, S. (2025). Cross-Linguistic Transfer in Vietnamese–English Speech. Language, Speech, and Hearing Services in Schools, 56(4), 1192-1216. https://doi.org/10.1044/2025_LSHSS-25-00046 

Doornik, A. v., Franken, M.-C., McLeod, S., Terband, H., & Gerrits, E. (2025). Children's, Parents', and Experts' Perception of Speech and Communication. Language, Speech, and Hearing Services in Schools, 56(4), 1042-1053. https://doi.org/10.1044/2025_LSHSS-24-00140 

Just published - Children Draw Talking Around the World

Hooray!

McLeod, S., Gregoric, C., Davies, J., Dealtry, L., Delli-Pizzi, L., Downey, B., Elwick, S., Hopf, S. C., Ivory, N., McAlister, H., Murray, E., Rahman, A., Sikder, S., Tran, V. H., & Zischke, C. (2025). Children draw talking around the world. Language, Speech, and Hearing Services in Schools, Advance online publication. https://doi.org/10.1044/2025_LSHSS-23-00190 
 

CSU masterclass - Seeing like a researcher

I have been invited to present a CSU masterclass in the series "Seeing like a researcher"

My topic that has been postponed until 2025 is: "Professional skills: Editing a book: From beginning to end"

I am honoured to be amongst my distinguished colleagues from CSU within this series: https://staff.csu.edu.au/researchers/research-support/seeing-like-a-researcher-masterclass-series

Here is what is written on the website:

“Seeing like a researcher” is a masterclass series that draws on the experience, skills, wisdom and advice of Charles Sturt’s research leaders. The series includes sessions on both research innovation themes and professional skills for research.

Research innovation sessions encompass advanced pathbreaking tools of analysis and are designed to showcase new discoveries in research and update Charles Sturt researchers on new ways of doing research.

Professional skills sessions provide advice on research challenges such as developing a high quality ARC/NHMRC application, building long term partnerships nationally and internationally, delivering high impact research, working with First Nations communities etc.

The “Seeing like a researcher” masterclass series will be an invaluable mechanism for building research culture by inspiring experienced academics looking to re-energise their research programs, and next generation researchers hungry for learning and career advice.

I look forward to presenting this workshop in 2025.

 

Publication in BMJ

Our article has just been published in BMJ: 

Marshall, J., Wylie, K., McLeod, S., McAllister, L., Barrett, H., Owusu, N. A., Hettiarachchi, S., & Atherton, M. (2024). Communication disability in low and middle-income countries: A call to action. BMJ Global Health, 9(7), e015289. https://doi.org/10.1136/bmjgh-2024-015289 I worked on this during my visit to Manchester Metropolitan University with Prof Julie Marshall (and other times). It is wonderful to see this work published. 

Three years between acceptance and publication of a journal article

This paper was accepted for publication in March 2021 – and finally has been published with volume and page numbers in March 2024!

 Tran, V. H., McLeod, S., Verdon, S. & Wang, C. (2024). Vietnamese-Australian parents: Factors associated with language use and attitudes towards home language maintenance. Journal of Multilingual and Multicultural Development, 45(2), 489-506. https://doi.org/10.1080/01434632.2021.1904963 

50 free online copies of are available here: https://www.tandfonline.com/eprint/KWECZQYPTHTETRGFWTZY/full?target=10.1080/01434632.2021.1904963

Australia’s speech-language pathology profession and its global impact

The following manuscript has been accepted for publication

McLeod, S., McGill, N., Baldac, S., & Mulcair, G. (2023). Australia’s speech-language pathology profession and its global impact. Perspectives of the ASHA Special Interest Groups (SIG 17).  

Here is the abstract 

Purpose: To describe the speech-language pathology profession in Australia and its global impact. 

Conclusion: Australia is known for its international collaboration in research, advocacy, leadership in clinical education and training of the workforce, innovations in technology for service delivery and global partnerships. In Australia, speech-language pathologists are known as speech pathologists who have expertise in providing assessment and intervention to optimise communication and/or swallowing for people across the lifespan. Speech Pathology Australia (SPA) is the peak professional body in Australia and was founded in 1949. It is a self-regulating profession, recognised by the Australian government as the body that sets and maintains the standards for the profession. Members can hold Certified Practising Speech Pathology (CPSP) status if they meet annual recency of practice and continuing professional development requirements. Not all speech pathologists are members of SPA. SPA has approximately 14,000 members, almost half (48.9%) are employed in private practices where services may be funded by government funded schemes, private health insurance, or self-funded by service users. Most (96.5%) SPA members are female and 82.8% only speak English with Cantonese being the most common second language spoken. The Professional Standards for Speech Pathologists in Australia outlines the knowledge, skills and attributes for entry-level and practicing speech pathologists. SPA has hosted an annual national conference and produces two journals: International Journal of Speech-Language Pathology and Journal of Clinical Practice in Speech-Language Pathology. SPA have committed to cultural responsiveness and privileging the voices of Aboriginal and Torres Strait Islander Peoples and Communities, the First Peoples of Australia. SPA has aspired to provide culturally safe speech pathology services for all people and supports the development of speech-language pathology in the Asia-Pacific region including Vietnam and Cambodia.

Preprints - Seminar by Elsevier

An interesting online seminar

Preprints: A New Way to Publish Your Research Results 

Presented by 

• Michael Magoulias, Director of Operations and Product Fulfillment, Elsevier SSRN
• Dr. Rui Dai, Senior research director at Wharton Research Data Services\

 

Here is the published information about the presentation

Preprints are a rapidly growing piece of scholarly communication. Compared with traditional academic papers, preprints allow fast publication and instant citation of research results. As a complement to journal publication, they allow the research community to share information or research results, provide the direction of development for research, and help facilitate international and interdisciplinary collaboration. Preprints are also a positive way for early-career researchers to receive feedback ahead of submitting articles to journals. As evidence mounts on their importance, we’re seeing preprints increasingly included in formal evaluation processes for grant proposals and faculty reviews. In recent years there has seen a surge in use and need for preprints in the research community. SSRN data shows that the fastest growing disciplines over the last year on its platforms were in economics and medical research. The rapid rise in medical research preprints has helped play a crucial part in advancing and accelerating understanding of SARS-CoV-2. SSRN is an open access online preprint community. A searchable online library, it enables authors to post their papers and abstracts easily and free of charge providing an online database of early scholarly research. With over 2.2 million users, it lists 806,000 full-text documents and an additional 134,000 abstracts. Elsevier data reveals that over the last five years, there has been a 148% increase in the number of researchers publishing preprints on SSRN. There has also been a 50% increase in the number of downloads of preprints on SSRN over the same period with downloads hitting 17.9 million at the end of 2020. 

The session will cover in detail: Michael Magoulias, SSRN Overview of preprints in the scientific communication landscape What is the main purpose and who are the key players? Deep Dive into SSRN as an example that covers the widest number of disciplines How to submit a paper? What happens to a paper after submission? How is accessibility maximized by the platform? What metrics are available to demonstrate impact? Overview of APAC policies on preprints Thoughts about future development and relationship between preprints and peer review 

Dr. Rui Dai, Wharton Research Data Services What are the benefits of using preprint server? Why are researchers using them in disciplines such as economics and finance? What should you consider before you post a preprint? How does a preprint relate to a journal publication? Analysis of research posted on preprint server SSRN Join this webinar to learn and discuss how SSRN, the world’s most interdisciplinary early research platform, benefits researchers by improving the discoverability of the pre-print content. This makes it easier for researchers to identify potential collaboration partners, read and assess another researcher’s most recent work, and demonstrate impact to funders through early forms of scholarly output. It can inform decision-making and serve as an effective repository for demonstrating your organization’s expertise to an international community of thought-leaders and policymakers.

Effect of dialect on identification and severity of speech sound disorder in Fijian children

The following manuscript has been accepted for publication. 

McAlister, H., Hopf, S. C. & McLeod, S. (2022, in press March). Effect of dialect on identification and severity of speech sound disorders in Fijian children. Speech, Language and Hearing. 

Congratulations Holly on the second publication from your honours thesis. Here is the abstract:

Speech sound disorder (SSD), common in preschool and school-age children internationally, is recognised as a potential barrier to oral-language and literacy acquisition, future social and academic success. Fiji is an island nation in the South Pacific with limited access to speech-language pathology services. In Fiji homes, Fijian and Fiji Hindi are spoken widely; however, at school, Fiji English is the dominant language. Given that Fiji English proficiency is aligned to academic success in Fiji, this study sought to investigate the incidence of SSD amongst Fijian children speaking different dialects of Fiji English and the impact of dialect on diagnostic decision-making. The study analysed Fiji English speech samples of 75 Fijian students (Year 1: n=35, age range: 5;3–7;3; Year 4: n=40, age range: 9;0–10;5). Descriptive and non-parametric statistical analysis were conducted to determine patterns of speech sound errors and the impact of conducting relational analysis with an external standard dialect on the identification of SSD. Some Fijian children presented with SSD in Fiji English upon and beyond school entry. However, the impact of dialect on diagnostic decision-making was significant. When Fiji English dialects were the target, instead of Australian English, mean percentage of consonants correct increased 10.20% and 24/26 students initially identified with SSD were reclassified. Speech-language pathologists and other communication specialists need to consider children’s dialect for valid identification of SSD in Fijian children who speak different dialects of Fiji English.

Fijian school students’ Fiji English speech sound acquisition

The following manuscript has just been accepted for publication: McAlister, H., McLeod, S., & Hopf, S. C. (in press). Fijian school students’ Fiji English speech sound acquisition. International Journal of Speech-Language Pathology. 

It is the first publication from Holly McAlister's honours thesis. Congratulations Holly! 

Here is the abstract: 

Purpose: The aim of this study was to investigate Fijian students’ acquisition of Fiji English speech sounds. 

Method: Participants were 72 multilingual students (5-10 years) living in Fiji who spoke the Fijian or Fiji Hindi dialects of Fiji English. The students’ productions of single words from the Diagnostic Evaluation of Articulation and Phonology were analysed according to dialect using the Children’s Independent and Relational Phonological Analysis (CHIRPA) (Baker, 2017). 

Result: Most English consonants were acquired by 6;0. English consonants that were not in the inventories of Fijian or Fiji Hindi were the last acquired, while those that were common between English and the two languages were some of the earlier acquired consonants. Percentage of consonants correct for Fiji English was significantly lower for Grade 1 students (M = 93.01, SD = 0.07) in comparison to Grade 4 students (M = 99.03, SD = 0.01). Plosive and nasal sounds were acquired by 90% of the students earlier than fricative, approximant and affricate sounds, though acquisition of some plosive and fricative sounds varied between Fiji English dialects. All word-initial consonant clusters were acquired by 90% of the students by 9;6, with r-clusters tending to be the latest acquired. The acquisition of word-final consonant clusters was highly variable as students often produced appropriate dialectal variants. 

Conclusion: Multilingual Fijian children may acquire English specific sounds later than their monolingual English-speaking peers. Consideration of the language environment and analysis of the speech sample with reference to the child’s dominant English dialect is imperative for valid identification of SSD in children who speak different dialects of English.

Reading with 1-2 year olds impacts later academic achievement at 8-11 years

Congratulations to Michelle Brown who has had her important paper accepted for publication:
Brown, M. I., Wang, C., & McLeod, S. (in press). Reading with 1-2 year olds impacts later academic achievement at 8-11 years. Early Childhood Research Quarterly.

Here is the abstract:

Parent-child book reading with infants is widely recommended and considered one of the most effective parent-child activities for promoting language and literacy development; however, there is limited evidence that reading books with infants (1-2 years) strengthens later literacy skills. The present study examined the long-term impact of parent-child book reading at 1-2 years with literacy, language, and numeracy skills at 8-11 years. Participants were 3,547 infants and their caregivers from a nationally representative study. The number of minutes caregivers reported reading books with their infants (1-2 year) were examined with literacy, language, and numeracy skills on a national assessment program in Grades 3 (8-9 years) and 5 (10-11 years). Covariates included sex, age, race, language background, socioeconomic position, and cognition. Small and positive relationships were found between parent-child book reading at 1-2 years and reading, spelling, grammar, and numeracy scores in Grade 3 (8-9 years) and reading, writing, spelling, and grammar scores in Grade 5 (10-11 years). Infants (1-2 years) whose parents read with them for 11 mins or more per day had stronger reading, spelling, and grammar skills in Grades 3 and 5.

Highlights

• Long-term benefits from parent-child book reading with 1-2 year olds was examined 
• 3547 infants and their parents from a nationally representative study participated 
• Book reading predicted reading, spelling, grammar, and numeracy skills at Grade 3 
• Book reading predicted reading, writing, spelling, and grammar skills at Grade 5 
• Higher levels of book reading each day supported long-term literacy development

Michelle undertook this study with Audrey and myself during her postdoc. Congratulations Michelle!

Celebrating our Editor's Award for Topics in Language Disorders

We have just celebrated our Editor's Award for Topics in Language Disorders. The four authors were located across the globe so we met on Friday night (9pm my time to accommodate everyone's time zones). 

Here is our award winning paper:

Ireland, M., McLeod, S., Farquharson, K., & Crowe, K. (2020). Evaluating children in U.S. public schools with speech sound disorders: Considering federal and state laws, guidance, and research. Topics in Language Disorders, 40(4), 326–340. https://doi.org/10.1097/tld.0000000000000226

The award is named for Katharine G. Butler who was the Founding Editor of Topics in Language Disorders. This article about her life is inspirational:

Nelson, N. W. (2019). In Memoriam: Saga of a Trailblazer: Katharine G. Butler Founding Editor: Topics in Language Disorders: March 15, 1925–June 17, 2019. Topics in Language Disorders, 39(4), 343-347. https://doi.org/10.1097/tld.0000000000000201

What an honour to recieve this award.  

Kelly Farquharson, Marie Ireland, Kate Crowe, Sharynne

Two new articles have been published today in Vietnam

Two new articles have been published today in Vietnam. These articles were written by our masters' students, supervised by Dr Ben Phạm and myself. Congratulations Hang and Van!

1. Nguyen Thi Hang, Phạm, B., McLeod, S., & Do Van Dung (2021). Tổng quan mô tả về thang đo tính dễ hiểu theo ngữ cảnh [Scoping review of the Intelligibility in Context Scale]. Tạp chí Khoa học trường Đại học Sư phạm Hà Nội: Khoa học Giáo dục [HNUE Journal of Science: Educational Sciences], 66(4AB), 68-81. doi: 10.18173/2354-1075.2021-0062.

2. Pham Thi Van, Phạm, B., McLeod, S., & Vo Nguyen Trung (2021). Tổng quan các tiêu chuẩn chẩn đoán rối loạn âm lời nói ở trẻ em [Review of diagnostic criteria for speech sound disorders in children]. Tạp chí Khoa học trường Đại học Sư phạm Hà Nội: Khoa học Giáo dục [HNUE Journal of Science: Educational Sciences], 66(4AB), 82-97. doi: 10.18173/2354-1075.2021-0063.

Congratulations!

Persistence, strength, isolation and trauma: An ethnographic exploration of raising a child with cleft palate

The following paper has been accepted for publication.

Cronin, A., Verdon, S. & McLeod, S. (2021, in press). Persistence, strength, isolation and trauma: An ethnographic exploration of raising children with cleft palate. Journal of Communication Disorders. https://doi.org/10.1016/j.jcomdis.2021.106102

Congratulations Anna - this is the final paper to be published from her PhD.

Here is the abstract

Background: The lives of families of young children with cleft palate (±lip) are complex. Multiple interventions are required as part of the long-term multidisciplinary treatment for children with CP±L, with an impairment-focused approach prevailing. Research with young children with CP±L has focused on treatment and intervention, and previous qualitative research has been collected predominantly via interviews, so little is understood about the day-to-day lives of families of young children with CP±L.
Aims: (1) To increase understanding of the lives of children with CP±L and their families by applying an ethnographic lens to improve clinical practice (2) to identify key experiences that shape the experiences of children with CP±L and their families (3) to examine how family-centered practice can enhance practitioner-family relationships in providing effective and evidence-based care for children with CP±L.
Method: Ethnographic observations of seven families of children with CP±L and their families and educators including parents, siblings, aunts, grandparents, and teachers involved multiple site visits. Rich data were collected to gather information about different aspects of their lives (such as their strengths, routines, preferences, challenges and experiences). There were 84 artefacts collected: 18 interviews, 29 videos, one extended audio recording of a mealtime, seven photos contributed by families, seven case history questionnaires, and 22 field notes. These data were analyzed inductively using thematic analysis.
Results: Three overarching themes and 11 subthemes were identified: (1) the whole child (persistence, communication, activities, mealtimes), (2) family strength and support (strong families, external support, attitudes, advocacy, positive medical experiences) and (3) family isolation and trauma (negative medical experiences, traumatic and challenging experiences).
Conclusion: This is the first study to use ethnographic methodology to facilitate the collection of unique insights into the lives of young children with CP±L and their families to improve clinical practice for SLPs. The unique application of family-centered practice with these families promoted trust and highlighted their challenges and strengths which could be considered by SLPs to provide holistic intervention.