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

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.