Table 4 Relational integration, qualitative data on parents' and practitioners' perspective
| Â | Parent Perspective | SLT Perspective |
|---|---|---|
Accountability | Â | Â |
   Validity | Parents believe that the SLT has knowledge about normal development of speech/language and parents want SLTs to impart that knowledge to them | SLTs have knowledge that HPP is effective in changing parental communication style in the desired direction and this knowledge comes from reliable published sources and has been replicated SLTs are accredited as HPP practitioners |
   Expertise | Parents believe that SLTs can use their specialist knowledge to identify or confirm problems in their child They believe that the SLT is the best professional to do this Parents expect SLTs to provide them with practical advice to follow | SLTs that deliver HPP are experienced specialists in the field SLTs believe that parents' role is to follow their advice |
   Dispersal | Parents refer to the network of NHS practitioners as gatekeepers to their original attempts to gain access to SLT | SLTs build a network of knowledge on the HPP amongst their NHS colleagues |
Confidence | Â | Â |
   Credibility | Parents are willing to act as parent-advocates for the HPP | SLTs believe that parents are useful advocates of the HPP SLTs believe that other members of the NHS team can also be advocates SLTs believe that having HPP as part of the care-pathway for the child will support take-up of the intervention |
   Utility | Parents believe that the practice-based expertise of the HPP lies with the SLTs Parents do not speak about the role of other co-parents in relation to their own outcomes from the HPP | SLTs believe that parent-advocates and NHS-advocates are useful in convincing parents of the usefulness of the HPP - they help sell the HPP SLTs believe they are the best implementers of the HPP SLTs believe that the co-parents on the programme may support outcomes that they consider to be secondary in parents (increased confidence) |
   Authority | Parents continue to want SLT intervention for their child at the end of the programme. | SLTs are responsible for assessing outcome of the HPP Assessment is based on expert-knowledge of parent-child interaction which is located in the SLT |