Speech and language pathologists (SLPs) actively seek ways to improve their practice, by relying on the pillars of Evidence-Based Practice to develop their interventions (Roddam & Skeat, 2010), assessing the effectiveness of their methods (Ebbels, 2017), or undertaking supervision (Howes, 2022). One area of their practice SLPs may want to improve, which is not easy to capture and think about, concerns the quality of their interactions with their patients. Especially with children, SLPs may want to pay specific attention to their scaffolding strategies, as scaffolding is theoretically (in a socio-interactionist approach of language development - cf. Bruner, 1983) and clinically (as the development of dynamic assessment suggests - cf. Hasson & Joffe, 2007) valuable. In this presentation, we first describe a methodology co-designed by SLPs and linguists to enable the analysis of SLP-child interactions, combining self-recordings of several therapy sessions with the same child, qualitative group analyses of the interactions run by the SLPs and the linguists, and questionnaires completed by the SLP on her scaffolding strategies before and after the group analyses. We then illustrate the case of an experimented SLP whose aim was to reflect on and improve her scaffolding practices, in order to get a 4 year-old child with pragmatic, phonological, lexical and syntactic difficulties to become more informative in particular when formulating requests. Building on qualitative and quantitative analyses of the data (3 video-recordings of 47 min on average, made over a two-months period), we show how the collective analysis of the interactions 1) sharpened the SLP’s representations of the child’s linguistic and pragmatic abilities, 2) enabled her to identify scaffolding strategies that she perceived as being more successful, 3) lead her to implement more of those strategies in the following sessions. We show how her perspective and her scaffolding practices shifted from getting the child being more informative (by asking information questions in particular) to getting the dyad being more efficient (by asking clarification questions). One of the first places where SLPs can facilitate and enhance social interactions is the therapy session. It is a place where children can experiment successful interactions (with one interlocutor, in child-centered interactions, with little time pressure - a situation which is quite rare in other daily life settings). It is a place where SLPs can gather information to reflect on situations and language practices that enable the child to contribute to the exchange and the dyad to achieve pragmatic improvement, in their office and possibly in other contexts.