Reflective practice requires that professionals carefully examine and integrate multiple sources of information when designing intervention and evaluating its effectiveness. This article describes the use of focus group discussion as a form of qualitative research for understanding parents' perspectives of a university-based intervention program designed for young school-age children with challenges in social communication and the development of peer relationships. The focus group discussion was video recorded and analyzed for major themes and subthemes. The findings are discussed in relation to program evaluation and the measurement of meaningful outcomes for children with social pragmatic language impairments and their families.
Department of Communicative Disorders, University of Rhode Island, Kingston (Ms Theadore and Drs Kovarsky and Weiss). Ms Laurent is educational consultant, North Kingstown, Rhode Island.
Corresponding Author: Geraldine Theadore, Department of Communicative Disorders, University of Rhode Island, 25 West Independence Way, Suite I, Kingston, RI 02881 (e-mail: email@example.com).
The authors thank the participation of two graduate students, Jenna Kochakji and Holly Tholke, for their assistance with data collection and analysis. The contribution of an anonymous reviewer was also greatly appreciated in enabling us to carefully hone the final revision of this article.
The authors have disclosed that they have no significant relationships with, or financial interest in, any commercial companies pertaining to this article.