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Caregiver Perceptions of an Asynchronous Video-Based Training on Developmental Language Disorder: A Mixed-Methods

Katharine M Radville1, Tim DeLuca2, Danika L Pfeiffer3

  • 1Department of Communication Sciences and Disorders, Northeastern University, Boston, MA.

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Summary
This summary is machine-generated.

Caregivers of children with developmental language disorder (DLD) reported increased knowledge and confidence after completing an online training program. This accessible learning method effectively supports families in understanding and managing DLD.

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Area of Science:

  • Speech and Language Pathology
  • Pediatric Health
  • Educational Technology

Background:

  • Caregivers of children with developmental language disorder (DLD) often lack accessible, evidence-based resources for learning about oral language development and DLD.
  • This knowledge gap presents significant challenges for providing effective support to children with DLD.

Purpose of the Study:

  • To evaluate caregiver perceptions of an online asynchronous training program designed to educate them about DLD.
  • To quantify changes in caregiver self-perceived knowledge and self-efficacy in supporting their child with DLD.
  • To explore qualitative aspects of caregiver learning experiences and satisfaction with the training.

Main Methods:

  • An explanatory sequential, mixed-methods design was employed.
  • Quantitative measures assessed self-perceived knowledge, self-efficacy, usability, and satisfaction before and after the training.
  • Qualitative data were gathered through structured interviews and analyzed using inductive thematic analysis.

Main Results:

  • Caregivers demonstrated statistically significant increases in DLD knowledge and self-efficacy post-training.
  • The online training program received high ratings for usability and overall satisfaction.
  • Qualitative findings corroborated quantitative results, highlighting positive impacts on caregiver interactions and understanding, while also indicating a desire for continued support.

Conclusions:

  • Online asynchronous training is a viable and effective method for disseminating information about DLD to caregivers.
  • The training successfully enhanced caregiver knowledge and confidence, positively influencing their support strategies.
  • Further research should explore sustained support mechanisms for caregivers of children with DLD.