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

Purpose: Caregivers of children with developmental language disorder (DLD) face numerous challenges, including limited understanding of DLD and inconsistent access to information about oral language and DLD. This explanatory sequential, mixed methods study quantified and described caregiver perceptions of learning about DLD through an online, asynchronous training. Method: We used quantitative methods to measure self-perceived knowledge of DLD as well as self-efficacy for supporting the child before and after participation in the training. We also measured usability and overall satisfaction with the training. We conducted semi-structured interviews with a subset of participants and used an inductive approach to thematic analysis to explain and expand upon quantitative results.Results: Caregivers reported higher knowledge and self-efficacy related to DLD after completing the training. Usability and satisfaction ratings were high. Qualitative data provided nuanced explanation of quantitative findings, indicating that the training can increase caregiver knowledge and self-efficacy and can positively impact interactions, support, and understanding of the child. We also found that while caregivers find learning about DLD helpful, they also seek additional information and support related to their own child. Conclusions: Online, asynchronous learning is a useful, satisfactory means by which to disseminate information about DLD to caregivers. This type of training is promising for improving knowledge of DLD and as one aspect of supporting caregivers of children with DLD.