Improving Early Language Skills in Young Children of Parents With Substance Use Disorders Using Group and Individualized Support Interventions

What this Trial Is About

Researchers are studying ways to improve early language development in young children whose parents have substance use disorder SUD. Children in these families face a higher risk of language delays, and early support may help reduce future learning difficulties. This research evaluates whether adding extra support services to a group-based parenting program enhances childrens language skills compared to the group program alone. The study will enroll 244 parent-child pairs and randomly assign them to one of four groups. All parents participate in the Learn and Play Every Day group intervention, which meets weekly for six 90-minute sessions led by a trained facilitator using videos and discussion. Some groups will also receive telehealth coaching sessions, individualized lessons, both, or neither. Coaching involves three one-hour sessions with a speech-language pathologist, while individualized lessons focus on practical supports to overcome barriers like attention or memory challenges. Participants will be assessed before the intervention, immediately after 2 months, and at two follow-ups 4 and 8 months. Researchers will video record parent-child interactions and analyze language skills and parental responsiveness. Surveys and interviews will gather information on acceptability and implementation. The main measure is parental responsivitythe number of responses to their childs communication attempts per minutewith child vocabulary and other language outcomes also evaluated. Data on demographics and substance use history will be collected electronically. The study will last about eight months per participant.

Prevent Language Delays and Disorders Among Children of Caregivers With Substance Use Disorders With Community Groups and Individualized Services