A few studies have investigated the practise patterns of Malaysian speech-language pathologists (SLPs) when working with children with speech and language problems whose language intervention is necessary. However, these studies did not provide in-depth information about the SLPs' experiences as the studies were conducted quantitatively. Moreover, none of the studies focus on late-talkers (LTs), in which intervention for them can vary along a continuum from a wait/ watch-and-see approach to direct intervention. Thus, this study aimed to explore SLPs’ experiences in managing LTs in Malaysia. Twelve SLPs participated in individual, semi-structured phone interviews. They were asked about their experiences in managing LTs. The interviews were recorded, transcribed, and a content analysis was performed. Two themes were identified; a) practises of SLPs and b) challenges faced by SLPs in managing LT cases. The practises of SLPs included conducting assessments, developing intervention plans, providing intervention, sharing information, giving homework, providing support, and managing appointments. The challenges faced were related to parents, other individuals close to LTs, LTs themselves, and resources. Although the SLPs’ practises aligned with the international standard of speech-language pathology service delivery, there is room for improvement, especially in collaborating with parents, as one-to-one direct interventions for LTs might not be suitable due to the challenges related to resources. In addition, a few suggestions related to centred-based care and trusted social media pages can be provided to parents to assist them outside therapy sessions besides initiating the development of awareness programs and information resources for parents and other caregivers.

Parent-implemented language intervention (PILI) is one of the intervention approaches used in managing late talkers (LTs). Yet, there are few evidence-based PILI programs available for parents of LTs. This scoping review aimed to (a) assess the characteristics of participants depicted in the literature related to PILI programs for parents of LTs, (b) provide an overview of the structure and design of the available PILI programs for parents of LTs, and (c) explore the effectiveness of the programs in relation to the characteristics of reviewed studies. The scoping review was performed by adhering to the general principles prescribed by Arksey and O’Malley (2005). Articles that fulfilled the inclusion criteria and were published from 1980 to 2018 were selected. Two reviewers independently charted the information from the identified articles. A total of 15 articles were selected. The results were reviewed in terms of participant characteristics, intervention characteristics, and effectiveness of PILI programs. Most adult participants in PILI studies were mothers and included child participants with either expressive language delay or receptive and expressive language delay. Moreover, there were different structures and designs of PILI programs for parents of LTs. Preliminary evidence indicated that PILI was more effective than no/delayed intervention and could be as effective as direct therapy provided by clinicians. A discussion related to the findings was also presented.