This paper describes the pilot of an interactional training programme designed for
speech and language therapists to use with school support assistants, students and
parents to enhance their implementation of therapy for children with speech sound
difficulties. Collaborative therapy sessions in a school setting were videoed to
encourage reflection on the participants' inter-action using guided
observation. Selected aspects of adult/child interaction were subjected to detailed
conversation analysis and this showed that training resulted in positive changes in
the therapy interactions including evidence of improved response outcomes for the
children. The paper focuses on sequences where adult responses give the child
further information about a prior attempt (‘try’) at a word as
well as those that direct the child towards self-correction.
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