JCPSLP Vol 23 Issue 2 2021

Implementation science

Parent perceptions of an online training in language development Lydia Timms, Isabella Sciullo, Hannah Nizich, Suze Leitão, and Mary Claessen

In this study we aimed to investigate the usability and acceptability of an online training program, Language Together, which was developed for caregivers of children aged 5 years and younger, with, or at risk of language disorders. Language Together presented material on language development and strategies to facilitate language development using a multimedia website. Language Together was developed using the Wix.com platform and was made available online. Twenty-nine caregivers and seven professionals completed both the training and pre–post questionnaires which aimed to evaluate the usability and acceptability of the program. Caregivers and professionals rated Language Together as a useable and acceptable program to develop knowledge about language development. Participants found the online format easy to access and could complete the training at a time and location that was convenient. Most caregivers and professionals identified that they enjoyed the range of resources included in the training especially the video materials. Online training programs can be a useable and acceptable method for providing information about language development. Introduction The World Health Organization identifies language as important for later academic success, mental health, literacy, pro-social behaviour, social-emotional development, economic participation, and well-being across the lifespan (Irwin et al., 2007). Early childhood is a critical period for language development, where children rapidly acquire communication skills primarily through high-quality interactions with their caregivers (Roberts et al., 2019). Caregivers are typically children’s first teachers, with abundant opportunities to facilitate language throughout daily routines (Snodgrass et al., 2016). In Australia, however, 25.2% of caregivers report concerns about the speech or language of children in their care (McLeod &

Harrison, 2009), reporting barriers to supporting language development, such as lack of training or time (McGill & McLeod, 2019; Murdoch Children’s Research Institute, 2015) Strategies to successfully facilitate language development include modelling, expanding, responding, and turn-taking (Kaiser & Roberts, 2013). Training caregivers to implement such strategies may foster the language development of the children in their care, positively impacting subsequent outcomes (Roberts et al., 2019). However, very few evidence-based and user-friendly resources are available for this purpose (McGill & McLeod, 2019). Existing online training programs for caregivers target specific populations of children with existing diagnoses such as autism spectrum disorder (ASD) or complex communication needs (Douglas et al., 2017; Kobak et al., 2011; Pickard et al., 2016). The existing literature reports parents’ positive response to training but little is known about acceptability (the perceived quality and suitability) (McLeod et al., 2020; Roberts et al., 2019). Online training that is deemed as useable and enjoyable is essential for motivated engagement and active participation, leading to learning (Lee et al., 2005). Caregivers’ use of online resources Caregivers are increasingly turning to online modalities to access information about supporting the children in their care (Hall & Bierman, 2015), largely due to their convenience and availability (Suarez-Perdomo et al., 2018). Despite the demand for online resources to support children’s language development, McGill and McLeod (2019) identified no available resources that were purposely designed for families waiting to access speech-language pathology services. Previous research with caregivers of children with an existing diagnosis has identified barriers and facilitators to accessing online training about communication (Douglas et al., 2017; Kobak et al., 2011; Pickard et al., 2016). Barriers include time constraints, technical difficulties and a lack of real-time interaction with other caregivers (Douglas et al., 2017; Pickard et al., 2016). Facilitators include the reduced cost associated with travel and childcare, and the use of interactive multimedia contributing to engagement. Acceptability of online training programs for caregivers To achieve maximal engagement in learning, the training program must be deemed as acceptable by caregivers

THIS ARTICLE HAS BEEN PEER- REVIEWED KEYWORDS CAREGIVER LANGUAGE DEVELOPMENT LANGUAGE FACILITATION ONLINE TRAINING

Lydia Timms (top), Isabella Sciullo (centre) and Hannah Nizich

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JCPSLP Volume 23, Number 2 2021

Journal of Clinical Practice in Speech-Language Pathology