Developmental Language Disorder
Conditions
Keywords
Support Groups, Developmental Language Disorder, EPIS, Implementation Science, Peer Support
Brief summary
The purpose of this study is to test a new support group curriculum that we designed to support parents of children with Developmental Language Disorder (DLD).
Detailed description
After completing the informed consent process and eligibility has been verified, participants will complete parenting questionnaires. They will then be asked to attend 8-10 weekly support group meetings with other participants. Support group meetings are held remotely. After each meeting, participants will be asked to complete a brief questionnaire to learn about their experiences. After the final support group meeting, participants will be asked to complete the same parenting questionnaires as at study initiation. Participants will also be asked to complete a focus group with other support group attendees to share about their experiences in the group.
Interventions
BEHAVIORALSupport Groups
A manualized support group for families who care for a child with developmental language disorder (DLD)
Sponsors
University of Delaware
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Caregiver of an elementary aged (5-12 year old) child with a lab-confirmed diagnosis of DLD
Exclusion criteria
* Not able to participate via teletherapy in a support group delivered in English.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Qualitative interviews with participants | up to 2 weeks after intervention | Focus group and/or one-on-one interviews with support group participants |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Survey on Knowledge Seeking Behaviors | up to 4 weeks before and 2 weeks after intervention | We will use a survey developed by Darefsky (2022, adapted from (Al-Daihani \& Al-Ateeqi, 2015). The survey consists of 9 total questions, of which there are two yes/no items, two multiple choice items, and four Likert scale items. This measure is not scored in a way that results in minimum or maximum scores, or outcomes. This measure is used to collect descriptive information about types and sources of information that caregivers desire in relation to their child's diagnosis. |
| Child Adjustment and Parent Efficacy Scale | up to 4 weeks before and 2 weeks after intervention | The Child Adjustment and Parent Efficacy Scale (CAPES; Morawska \& Sanders, 2010) includes 50 Likert scale items This yields two measurements: one for Child Emotional and Behavioral Problems and one for Parent Efficacy. Child Emotional and Behavioral Problems: Minimum score = 0; Maximum score = 81. Higher scores indicate greater levels of child problems. Parent Efficacy: Minimum score = 19; Maximum score = 190 Higher scores indicate greater levels of parent self-efficacy. |
| Parenting Stress Index, Fourth Edition Short Form | up to 4 weeks before and 2 weeks after intervention | The Parenting Stress Index, Fourth Edition Short Form (PSI-4-SF; Abidin, 2012)includes 36 items. Minimum score = 36; Maximum score = 180. Higher scores indicate higher parent stress levels. |
| Family Support Scale | up to 4 weeks before and 2 weeks after intervention | The Family Support Scale (FSS; Dunst, et al., 1984)includes 18 Likert scale items. Minimum score = 0 Maximum score = 95 Higher scores indicate more family support. |
Countries
United States
Contacts
PRINCIPAL_INVESTIGATORAmanda Van Horne, PhD
University of Delaware
Outcome results
None listed