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).
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.
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
OTHER
Masking
NONE
Enrollment
11
A manualized support group for families who care for a child with developmental language disorder (DLD)
University of Delaware
Newark, Delaware, United States
Qualitative interviews with participants
Focus group and/or one-on-one interviews with support group participants
Time frame: up to 2 weeks after intervention
Survey on Knowledge Seeking Behaviors
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.
Time frame: up to 4 weeks before and 2 weeks after intervention
Child Adjustment and Parent Efficacy Scale
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.
Time frame: up to 4 weeks before and 2 weeks after intervention
Parenting Stress Index, Fourth Edition Short Form
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.
Time frame: up to 4 weeks before and 2 weeks after intervention
Family Support Scale
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.
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Time frame: up to 4 weeks before and 2 weeks after intervention