“They don't realise how hard he has to try every day”: The rewards and challenges of parenting a child with developmental language disorder.
Tracks
6
Developmental Language Disorder (DLD)
Evidence based practice
| Saturday, June 14, 2025 |
| 1:55 PM - 2:05 PM |
Overview
Prof Suze Leitao
Details
⏫ Research insights
⏲️ 1.55pm - 2.15pm
⌛20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
⏲️ 1.55pm - 2.15pm
⌛20-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Professor Suze Leitao
Curtin University
“They don't realise how hard he has to try every day”: The rewards and challenges of parenting a child with developmental language disorder.
1:55 PM - 2:15 PMPresentation summary
An emerging body of literature explores the impact of living with DLD for children, individuals and families. However, there is limited evidence from the DLD community about the experience of parenting a child with DLD.
We aimed to explore the perspectives of parents in response to the question: “What is most rewarding and challenging about being a parent to a child with DLD?”
Respondents were parents of children with DLD who had signed up for the Engage with DLD project. Qualitative content analysis was used to explore the open-ended responses from 112 parents who completed the yearly survey (child average age = 9.5 years; 46.9% female).
For ‘rewards’, 7 higher order categories were identified. These comprised the rewards experienced from parenting a child with DLD including celebrating progress, being proud to be their parent, and working with their child to help them achieve their potential. Parents reflected on the supportive nature of the ‘right’ environment, in particular the school context and social connectedness.
For ‘challenges’, 11 higher order categories were identified. Parents noted the lack of awareness of DLD among the community and school system. They stated support and information about DLD was difficult to find and were impacted by a constant need for advocacy. Parents reflected on the increased time needed to support their child, and worried about their child’s social and community participation. Many commented on the impact of DLD on the family, and on the mental health and wellbeing of both them and their children.
Hearing the views of parents is key, because shared decision making is central to client-centred care. Furthermore, ‘client perspectives’ is a cornerstone of evidence-based practice. There is much to take from the responses, and for us to reflect on and use when we offer services and advocate for those with DLD.
We aimed to explore the perspectives of parents in response to the question: “What is most rewarding and challenging about being a parent to a child with DLD?”
Respondents were parents of children with DLD who had signed up for the Engage with DLD project. Qualitative content analysis was used to explore the open-ended responses from 112 parents who completed the yearly survey (child average age = 9.5 years; 46.9% female).
For ‘rewards’, 7 higher order categories were identified. These comprised the rewards experienced from parenting a child with DLD including celebrating progress, being proud to be their parent, and working with their child to help them achieve their potential. Parents reflected on the supportive nature of the ‘right’ environment, in particular the school context and social connectedness.
For ‘challenges’, 11 higher order categories were identified. Parents noted the lack of awareness of DLD among the community and school system. They stated support and information about DLD was difficult to find and were impacted by a constant need for advocacy. Parents reflected on the increased time needed to support their child, and worried about their child’s social and community participation. Many commented on the impact of DLD on the family, and on the mental health and wellbeing of both them and their children.
Hearing the views of parents is key, because shared decision making is central to client-centred care. Furthermore, ‘client perspectives’ is a cornerstone of evidence-based practice. There is much to take from the responses, and for us to reflect on and use when we offer services and advocate for those with DLD.
Refrences
Antoniazzi, D., Snow, P., & Dickson-Swift, V. (2010). Teacher identification of children at risk for language impairment in the first year of school. International journal of speech-language pathology, 12(3), 244-252.
Ash, A. C., Christopulos, T. T., & Redmond, S. M. (2020). “Tell me about your child”: A grounded theory study of mothers' understanding of language disorder. American Journal of Speech-Language Pathology, 29(2), 819-840.
Botting, N., Durkin, K., Toseeb, U., Pickles, A. & Conti-Ramsden, G. (2016). Emotional health, support, and self-efficacy in young adults with a history of language impairment. British Journal of Developmental Psychology, 34, 538-554
Bruinsma, G. I., Wijnen, F., & Gerrits, E. (2024). Communication in Daily Life of Children With Developmental Language Disorder: Parents' and Teachers' Perspectives. Language, Speech, and Hearing Services in Schools, 55(1), 105-129
Burnley, A., St Clair, M., Bedford, R., Wren, Y., & Dack, C. (2023a). Understanding the prevalence and manifestation of anxiety and other socio-emotional and behavioural difficulties in children with Developmental Language Disorder. Journal of Neurodevelopmental Disorders, 15(1), 17.
Burnley, A., St Clair, M., Dack, C., Thompson, H., & Wren, Y. (2023b). Exploring the Psychosocial Experiences of Individuals with Developmental Language Disorder During Childhood: A Qualitative Investigation. Journal of Autism and Developmental Disorders.
Calder, S. D., Brennan‐Jones, C. G., Robinson, M., Whitehouse, A., & Hill, E. (2022). The prevalence of and potential risk factors for Developmental Language Disorder at 10 years in the Raine Study. Journal of Paediatrics and Child Health, 58(11), 2044-2050.
Conti-Ramsden, G., Botting, N., & Durkin, K. (2008). Parental perspectives during the transition to adulthood of adolescents with a history of specific language impairment (SLI). Journal of Speech, Language, and Hearing Research, 51, 84-96
Craig, F., Operto, F. F., De Giacomo, A., Margari, L., Frolli, A., Conson, M., ... & Margari, F. (2016). Parenting stress among parents of children with neurodevelopmental disorders. Psychiatry research, 242, 121-129
Gibson, J., & Toseeb, U. (2024). Developmental Language Disorder and Social-Emotional Development: An Introduction to Theories, Concepts, and Research. Oxford University Press (OUP).
Glasby, J. T. (2021). Meeting the needs of students: What teachers know about developmental language disorder and inclusive practices (Doctoral dissertation, Queensland University of Technology).
Hobson, H., Kalsi, M., Cotton, L., Forster, M., & Toseeb, U. (2022). Supporting the mental health of children with speech, language and communication needs: the views and experiences of parents. Autism & Developmental Language Impairments, 7, 23969415221101137.
Hoffmann, T., Bennett, S., & Del Mar, C. (2023). Evidence-based practice across the health professions. Elsevier Health Sciences.
Kim, J. H., Davies, B., & Xu Rattanasone, N. (2023). Have you heard of developmental language disorder? An online survey. Communication Disorders Quarterly, 44(4), 228-238.
Kwok, E., Bootsma, J., Cahill, P., & Rosenbaum, P. (2022). A scoping review of qualitative studies on parents’ perspectives on speech, language, and communication interventions. Disability and rehabilitation, 44(25), 8084-8093.
Lyons, R., & Roulstone, S. (2018). Well-being and resilience in children with speech and language disorders. Journal of Speech, Language, and Hearing Research, 61(2), 324–344.
Macharey, G., & Von Suchodoletz, W. (2008). Perceived stigmatization of children with speech-language impairment and their parents. Folia Phoniatrica et Logopaedica, 60(5), 256-263.
McGregor,, K. K. 2020. How We Fail Children With Developmental Language Disorder. Language Speech and Hearing Services in Schools, 51, 981-992
McGregor, K. K., Ohlmann, N., Eden, N., Arbisi-Kelm, T., & Young, A. (2023). Abilities and disabilities among children with developmental language disorder. Language, speech, and hearing services in schools, 54(3), 927-951.
Nes, R. B., Hauge, L. J., Kornstad, T., Landolt, M. A., Irgens, L., Eskedal, L., Kristensen, P., & Vollrath, M. E. (2015). Maternal Work Absence: A Longitudinal Study of Language Impairment and Behavior Problems in Preschool Children/ Journal of Marriage and Family, 77(5), 1282-1298.
Newbury, J., & Eagle, J. (2023). The complexities of diagnosis: New Zealand parents’ knowledge, perceptions, and experiences of identification of their children’s language and literacy difficulties. International Journal of Speech-Language Pathology, 1-15.
Orrego, P. M., McGregor, K. K., & Reyes, S. M. (2023). A first-person account of developmental language disorder. American Journal of Speech-Language Pathology, 32(4), 1383-1396
Pratt, C., Botting, N., & Conti-Ramsden, G. (2006). The characteristics and concerns of mothers of adolescents with a history of SLI. Child Language Teaching and Therapy, 22(2), 177-196.
Rennecke, L., Ronniger, P., Petermann, F., & Melzer, J. (2020). History of bullying and victimisation behaviour of children with language disorders and maternal burden. International Journal of Disability, Development and Education, 69(3), 770–780.
St Clair, M., Horsham, J., Lloyd‐Esenkaya, V., Jackson, E., Gibson, J., Leitão, S., & Botting, N. (2023). The Engage with Developmental Language Disorder (E‐DLD) project: Cohort profile. International Journal of Language & Communication Disorders. 58(3), 667-987.
Wells, R., Claessen, M., Dzidic, P., & Leitão, S. (2024). The model of access to speech-language pathology services. International Journal of Speech-Language Pathology, 26(3), 334-345.
Ziegenfusz, S., Paynter, J., Flückiger, B., & Westerveld, M. F. (2022). A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder. Autism & Developmental Language Impairments, 7, 23969415221099397.
Ash, A. C., Christopulos, T. T., & Redmond, S. M. (2020). “Tell me about your child”: A grounded theory study of mothers' understanding of language disorder. American Journal of Speech-Language Pathology, 29(2), 819-840.
Botting, N., Durkin, K., Toseeb, U., Pickles, A. & Conti-Ramsden, G. (2016). Emotional health, support, and self-efficacy in young adults with a history of language impairment. British Journal of Developmental Psychology, 34, 538-554
Bruinsma, G. I., Wijnen, F., & Gerrits, E. (2024). Communication in Daily Life of Children With Developmental Language Disorder: Parents' and Teachers' Perspectives. Language, Speech, and Hearing Services in Schools, 55(1), 105-129
Burnley, A., St Clair, M., Bedford, R., Wren, Y., & Dack, C. (2023a). Understanding the prevalence and manifestation of anxiety and other socio-emotional and behavioural difficulties in children with Developmental Language Disorder. Journal of Neurodevelopmental Disorders, 15(1), 17.
Burnley, A., St Clair, M., Dack, C., Thompson, H., & Wren, Y. (2023b). Exploring the Psychosocial Experiences of Individuals with Developmental Language Disorder During Childhood: A Qualitative Investigation. Journal of Autism and Developmental Disorders.
Calder, S. D., Brennan‐Jones, C. G., Robinson, M., Whitehouse, A., & Hill, E. (2022). The prevalence of and potential risk factors for Developmental Language Disorder at 10 years in the Raine Study. Journal of Paediatrics and Child Health, 58(11), 2044-2050.
Conti-Ramsden, G., Botting, N., & Durkin, K. (2008). Parental perspectives during the transition to adulthood of adolescents with a history of specific language impairment (SLI). Journal of Speech, Language, and Hearing Research, 51, 84-96
Craig, F., Operto, F. F., De Giacomo, A., Margari, L., Frolli, A., Conson, M., ... & Margari, F. (2016). Parenting stress among parents of children with neurodevelopmental disorders. Psychiatry research, 242, 121-129
Gibson, J., & Toseeb, U. (2024). Developmental Language Disorder and Social-Emotional Development: An Introduction to Theories, Concepts, and Research. Oxford University Press (OUP).
Glasby, J. T. (2021). Meeting the needs of students: What teachers know about developmental language disorder and inclusive practices (Doctoral dissertation, Queensland University of Technology).
Hobson, H., Kalsi, M., Cotton, L., Forster, M., & Toseeb, U. (2022). Supporting the mental health of children with speech, language and communication needs: the views and experiences of parents. Autism & Developmental Language Impairments, 7, 23969415221101137.
Hoffmann, T., Bennett, S., & Del Mar, C. (2023). Evidence-based practice across the health professions. Elsevier Health Sciences.
Kim, J. H., Davies, B., & Xu Rattanasone, N. (2023). Have you heard of developmental language disorder? An online survey. Communication Disorders Quarterly, 44(4), 228-238.
Kwok, E., Bootsma, J., Cahill, P., & Rosenbaum, P. (2022). A scoping review of qualitative studies on parents’ perspectives on speech, language, and communication interventions. Disability and rehabilitation, 44(25), 8084-8093.
Lyons, R., & Roulstone, S. (2018). Well-being and resilience in children with speech and language disorders. Journal of Speech, Language, and Hearing Research, 61(2), 324–344.
Macharey, G., & Von Suchodoletz, W. (2008). Perceived stigmatization of children with speech-language impairment and their parents. Folia Phoniatrica et Logopaedica, 60(5), 256-263.
McGregor,, K. K. 2020. How We Fail Children With Developmental Language Disorder. Language Speech and Hearing Services in Schools, 51, 981-992
McGregor, K. K., Ohlmann, N., Eden, N., Arbisi-Kelm, T., & Young, A. (2023). Abilities and disabilities among children with developmental language disorder. Language, speech, and hearing services in schools, 54(3), 927-951.
Nes, R. B., Hauge, L. J., Kornstad, T., Landolt, M. A., Irgens, L., Eskedal, L., Kristensen, P., & Vollrath, M. E. (2015). Maternal Work Absence: A Longitudinal Study of Language Impairment and Behavior Problems in Preschool Children/ Journal of Marriage and Family, 77(5), 1282-1298.
Newbury, J., & Eagle, J. (2023). The complexities of diagnosis: New Zealand parents’ knowledge, perceptions, and experiences of identification of their children’s language and literacy difficulties. International Journal of Speech-Language Pathology, 1-15.
Orrego, P. M., McGregor, K. K., & Reyes, S. M. (2023). A first-person account of developmental language disorder. American Journal of Speech-Language Pathology, 32(4), 1383-1396
Pratt, C., Botting, N., & Conti-Ramsden, G. (2006). The characteristics and concerns of mothers of adolescents with a history of SLI. Child Language Teaching and Therapy, 22(2), 177-196.
Rennecke, L., Ronniger, P., Petermann, F., & Melzer, J. (2020). History of bullying and victimisation behaviour of children with language disorders and maternal burden. International Journal of Disability, Development and Education, 69(3), 770–780.
St Clair, M., Horsham, J., Lloyd‐Esenkaya, V., Jackson, E., Gibson, J., Leitão, S., & Botting, N. (2023). The Engage with Developmental Language Disorder (E‐DLD) project: Cohort profile. International Journal of Language & Communication Disorders. 58(3), 667-987.
Wells, R., Claessen, M., Dzidic, P., & Leitão, S. (2024). The model of access to speech-language pathology services. International Journal of Speech-Language Pathology, 26(3), 334-345.
Ziegenfusz, S., Paynter, J., Flückiger, B., & Westerveld, M. F. (2022). A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder. Autism & Developmental Language Impairments, 7, 23969415221099397.
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Suze is a speech pathology clinician, researcher and academic. She is passionate about working with the DLD community to improve services for language, learning and mental health. She works with her research team: language and literacy in young people and is a member of Engage with DLD and the DLD Project Research Institute.
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
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