This research explores parental understanding of speech, language and communication (SLC) development and will identify barriers, facilitators and predictors of parents accessing services that are available to support their child’s speech, language and communication. Findings will inform the design and delivery of SLC services, particularly at public health/ universal level. Strategically, this fits with the Child and Youth Wellbeing Strategy outcomes:
CHILDREN and YOUNG PEOPLE are LEARNING and DEVELOPING - Universal education regarding SLC development will enable children’s learning.
CHILDREN and YOUNG PEOPLE are INVOLVED and EMPOWERED - Access to services to support children’s SLC will enable them to contribute, speak up, communicate their needs and wants, and develop autonomy.

This research aligns with the Ministry of Development's policy priority of Disability System Transformation and Accessibility. Based on Enabling Goods Lives, it provides disabled people and their families greater choice and control over supports and services they receive and lives they live.  
Our specific research investigates how combinations of situations and multiple events over time contribute to:
1. parents’ understanding and concern about their child’s SLC
2. parents seeking and gaining support from government and non-government services
3. parents’ satisfaction with services they have accessed or attempted to access.

Multilevel modelling will identify predictors of parents seeking support for their children’s SLC and the perceived success of that support.
Parent-reported data and child observations include:
• parental age, family structure, physical and mental health
• parent’s and observed interactions between the child and caregiver/s
• child SLC, psychosocial and cognitive development.