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Appendix. Interview guide Primary: Tell me about your recent experience conveying developmental concerns to parents with the aid of the “Blue Book”. Secondary: What went well about the experience? Why did you feel that went well? What was more difficult about the process? Why did you find that difficult? Reflecting on your most recent experience, how did you feel conveying these concerns to parents? What do you like and/or dislike about this situation? Primary: Did you find the “Blue Book” useful as a resource when conveying developmental concerns to parents? Secondary: How did you use it? Can you tell me about the aspects of the blue book that you found useful? Can you tell me about the aspects of the blue book that you found were not useful? How did having this resource make you feel? In what way did this resource support you? Primary: What do you feel you have learnt from conveying developmental concerns to parents? Secondary: Can you tell me about your preferred approach to these discussions? Are there any other tools/information you believe would/ could support your approach to these discussions? Is there anything else you would like to add to our conversation today? The authors would like to thank the following: the childcare centres and staff for their support and participation in this study; Child and Youth Health (South Australia) and Catherine Isam for generously providing background information and resources for this study. References Branson, D., Vigil, C. D., & Bingham, A. (2008). Community childcare providers’ role in the early detection of autism spectrum disorders. Early Childhood Education Journal , 35 (6), 523–530. doi:10.1007/s10643-008-0243-6 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology , 3 (2), 77–101. doi:10.1191/1478088706qp06oa Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). California, SAGE Publications. Department of Education. (2013). Australian Early Development Index 2012 summary report updated educators. Collaborating with educators could assist in earlier identification and therefore intervention for children with developmental difficulties, including those related to communication. However, the results also suggest there are issues with parents accessing services and following through when concerns are identified. Therefore, future research could further examine these issues with access to services during the early years. Acknowledgments

November 2013 . Retrieved from http://www.aedc.gov.au/ resources/detail/aedc-2012-summary-report Department of Education and Early Childhood Development (DEECD). (2010). Child health record literature review . Retrieved from https://www.eduweb.vic.gov.au/ edulibrary/public/earlychildhood/mch/chr_lit_review.pdf Guest, G., Bunce, A., & Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods , 18 (1), 59–82. doi: 10.1177/1525822X05279903 Hamilton, L., & Wyver, S. (2012). Parental use and views of the child personal health record. Australian Educational and Developmental Psychologist , 29 (1), 66–77. doi:http:// dx.doi.org/10.1017/edp.2012.2 Marshall, J., & Lewis, E. (2014). “It’s the way you talk to them.” The child’s environment: Early years practitioners’ perceptions of its influence on speech and language development, its assessment and environment targeted interventions. Child Language Teaching and Therapy , 30 (3), 337–352. doi: 10.1177/0265659013516331 McCormack, J., & Easton, C. (2014, May). Beliefs, values and attitudes: Factors that contribute to successful collaborative practice between health and educational professionals in the management of childhood communication difficulties . Poster session presented at the Speech Pathology Australia Conference, Melbourne, Australia. McAllister, L., McCormack, J., McLeod, S., & Harrison, L.J. (2011). Expectations and experiences of accessing and participating in services for childhood speech impairment. International Journal of Speech-Language Pathology, 13 (3), 251–267. doi:10.3109/17549507.2011.535565 Mroz, M., & Letts, C. (2008). Interview stories: Early years practitioners’ experiences with children with speech, language and communication needs. Child Language Teaching and Therapy , 24 (1), 73–93. doi:10.1177/0265659007084569 Oberklaid, F., Baird, G., Blair, M., Melhuish, E., & Hall, D. (2013). Children’s health and development: Approaches to early identification and intervention. Archives of Diseases in Childhood , 98 (12), 1008–1011. doi:10.1136/ archdischild-2013-304091 QSR International Pty Ltd. (2012). NVIVO qualitative data analysis software Version 10 [Computer software]. http:// www.qsrinternational.com. Speech Pathology Australia. (2014). Speech Pathology Australia’s submission to productivity commission: Child care and early childhood learning draft report . Retrieved from http://www.speechpathologyaustralia.org.au/lobbying- and-advocacy/submissions

1 The CHR was referred to as the “book” and the “blue book” by participants.

Tara Shem is a speech-language pathologist and PhD candidate at Flinders University in South Australia. Chris Brebner is a paediatric speech-language pathologist and senior lecturer at Flinders University. Lilienne Coles is a paediatric speech- language pathologist and clinical education coordinator at Flinders University.

Correspondence to: Tara Shem Speech-language pathologist Speech Pathology, School of Health Sciences

Flinders University of South Australia GPO Box 2100, Adelaide, SA 5001 phone: + 61 8 8204 5942 email: tara.shem@flinders.edu.au

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JCPSLP Volume 17, Number 3 2015

Journal of Clinical Practice in Speech-Language Pathology