Document Type
Article
Publication Date
2023
DOI
10.31219/osf.io/u4fe7
Publication Title
OSF Preprints
Pages
40 pp.
Abstract
Purpose: Understanding the experiences of families of children with developmental language disorder (DLD) during COVID-19 educational disruptions is essential for designing responsive supports during pandemic recovery efforts and beyond. This qualitative study describes the experiences of families of first-and second-grade children with DLD during the pandemic as compared to the experiences of families of typically developing (TD) peers.
Method: A conventional content analysis approach was used to analyze caregivers’ written responses to open-ended questions regarding their perceptions of COVID-19 educational disruptions. Responses were analyzed separately by group: caregivers of children with DLD (n= 23) and caregivers of TD children (n= 22).
Results: Four categories of caregiver responses were generated for each group: impacts on children, remote learning challenges, impacts on caregivers, and protective factors. For both groups, concerns about the child’s well-being and literacy learning were most prevalent, and more prevalent than concerns about oral language. Most caregivers in each group described negative impacts of educational disruptions on their child. As compared to caregivers of TD children, caregivers of children with DLD reported higher rates of remote learning challenges and more negative impacts on literacy learning, speech and/or language, and education in general. DLD caregivers also shared fewer positive comments and comments related to protective factors.
Conclusions: Results indicate that families of children with DLD may have experienced more challenges during COVID-19 educational disruptions as compared to families of TD peers. Ensuring that responsive supports and research target these families is essential.
Rights
Published under a CC0 1.0 Universal Deed.
Data Availability
Article states: "The data that support the findings of this study are available from the corresponding author upon reasonable request."
ORCID
0000-0003-1080-4961 (Pfeiffer)
Original Publication Citation
Radville, K., Pfeiffer, D. L., Sheranian, K., Wolter, J., Ricketts, J., & Hogan, T. P. (2023). Caregivers’ perceptions of COVID-19 educational disruptions on children with developmental language disorder and typically developing peers. OSF Preprints. https://doi.org/10.31219/osf.io/u4fe7
Repository Citation
Radville, Katherine; Pfeiffer, Danika; Sheranian, KaRynn; Wolter, Julie; Ricketts, Jessie; and Hogan, Tiffany L., "Caregivers' Perceptions of COVID-19 Educational Disruptions On Children With Developmental Language Disorder and Typically Developing Peers" (2023). Communication Disorders & Special Education Faculty Publications. 92.
https://digitalcommons.odu.edu/cdse_pubs/92
Included in
Communication Sciences and Disorders Commons, Educational Assessment, Evaluation, and Research Commons, Emergency and Disaster Management Commons