## 3 Results
### Questionnaire  
A total of 33 SLTs responded in full to the questionnaire, with 81 SLTs partially participating. Only the full participation was taken into account. This may have been due to it being perceived as time consuming, as well as the approach used, i.e., participants had to justify each answer given. Regarding SLTs' years of practice, most of them (n = 9) had \"more than 10 but less than 15\" years, 8 SLTs had \"more than 15\" years of experience, and a further 8 SLTs had been practising for \"more than 1 less than 5\" years. Interestingly, the group with the lowest number of participants was the group with the least time in the profession. Portuguese SLTs' main areas of work were also analysed according to ASHA's employment settings [128]. Figure 6, shows SLTs' answers, plotted as a tree map, where the colours are random, but the area size and the numbers at the top right represent the amount of answers given, per area. The answers were also clustered into two main areas (Education and Health), representing 21 SLTs that worked in the private sector, 8 were employed by charities and only 6 were public servants. While the Health area is marginally the principal area of employment, with 34 answers, against 33 answers in Education it must be perfectly clear that these values exist due to an SLT being able to have multiple jobs, in different areas, and the answer was open enough to allow exactly this. Private practice was the most common area of work (24 SLTs), with Middle School coming close (18 SLTs). \begin{table}
\begin{tabular}{p{113.8 pt} p{113.8 pt} p{113.8 pt}} \hline \hline  & & \multicolumn{1}{p{113.8 pt}}{Preferably should captivate/allow the entire family to participate | Should have multiple scenarios or just a very good one | Allow collaborative learning but respecting each one’s pace according to the flux theory \\ Medium Priority & & \multicolumn{1}{p{113.8 pt}}{} \\ \cline{3-3}  & & \multicolumn{1}{p{113.8 pt}}{} \\ \cline{3-3}  & & \multicolumn{1}{p{113. In Figure 7, the tools and strategies to assign work and communicate with families are plotted after coding the answers and reducing them to a single word that encapsulates their meaning or the main idea. Two important facts to keep in mind in Figure 7 are that from the 33 respondents, 27 answered this question, since it was mandatory for those that in a previous question stated that they did not have direct contact with the family. The other fact is that not a single SLT used just one tool or one way to communicate, which makes sense in today's society, where smartphones and social networks are everywhere all the time. The most used tools were the telephone and diary, both with a certain degree of familiarity while being practical. Figure 6: The main areas where these professionals carry out their activities. Figure 7: The tools and strategies SLTs use to work with families. Speech and language therapists were also asked if they used home activities and, if not, why. From the 33 participants, 14 sent activities home, 11 did not send activities, and 8 did not answer. Most SLTs did not send any particular activity, such as reading, drawing or similar, but instead asked and gave instructions to the parents to try to turn the common house routines into activities and moments to stimulate the child's speech. Two SLTs highlighted lack of interest from the parents, who assume that the child is already being treated by an SLT and as such they do not need to do anything or support any extra assignments  
One of the goals of the questionnaire was to assess the family involvement in the therapy process. Not only if the family was invited to participate, but also how they reacted. Figure 8 has three different charts that visually tell us the story of family involvement in the session promoted by the SLTs. Figure 8 shows that most families were invited to participate, that half of those that chose to participate did so over the entire session and the other half at the end of the sessions.