ArticleLanguage, speech, and hearing services in schools2024
Caregivers' Perceptions of COVID-19 Educational Disruptions on Children With Developmental Language Disorder and Typically Developing Peers.
Article in Language, speech, and hearing services in schools, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
3 citing papers in PubMed.
- One Size Does Not Fit All: Conceptualizing Alternative Data Approaches to Improve Single-Language Developmental Language Disorder Screening for Multilingual Public School Students.Language, speech, and hearing services in schools · 2026Article
- Examining Relationships Between Caregiver Concerns and Family and Child Characteristics in Kindergarten Children at Risk for Language and Literacy Disorders.Language, speech, and hearing services in schools · 2026Article
- Impacts of Caregiver Stress on the Receptive Language Skills of Children With Language Impairment During the COVID-19 Pandemic.International journal of language & communication disordersArticle
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
purposeUnderstanding 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.
methodA 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 (
resultsFour 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 prevailed over concerns about oral language. Most caregivers in each group described negative impacts of educational disruptions on their cdhildren. 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 remarks related to protective factors.
conclusionsResults indicate that families of children with DLD may have experienced more challenges during COVID-19 educational disruptions as compared to families of TD peers. Thus, responsive research and supports for these families is essential.
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Registered trials
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