A Qualitative Evidence Synthesis of Parental Experiences and Perceptions of Parent–Child Interaction Therapy for Preschool Children With Communication Difficulties

Purpose Parent–child interaction therapy refers to a number of interventions mediated by trained parents treat developmental difficulties, including speech, language, and communication. Understanding the experiences who take part in parent–child is key aspect determining how this intervention can be implemented successfully. However, date, there has been limited work on synthesizing parental views intervention. Method We used qualitative evidence synthesis that involved searching literature for studies addressing perceptions preschool children with communication difficulties. identified 27 (from 32 publications) synthesized data using thematic synthesis. appraised quality included Critical Appraisal Skills Programme (CASP) assessed our confidence review findings GRADE Confidence Evidence from Reviews Qualitative research (CERQual). Results At beginning intervention, may have competing demands varied expectations about Their engagement facilitated when tailored their individual family, preferences learning, they trusting relationship clinician. end although most perceive an improvement child's feel empowered facilitate this, concerns future needs. Conclusions It important clinicians explore parents' readiness discussing needs openly, through supportive relationship. They also need consider will transition out continue support language development. Supplemental Material https://doi.org/10.23641/asha.14978454