Abstract
Introduction
Late-talking, defined as fewer than 50 spontaneous words and no two-word combinations at 24 months, affects between 10% and 20% of toddlers. Early intervention is important for supporting children’s language development and preventing persistent challenges. While there are several barriers reported in the literature related to pursuing speech/language evaluations before age three, there is currently limited literature focused on success stories. The purpose of this study is to identify factors that helped families successfully receive a speech/language evaluation before the age of 3.
Methods
A purposive sampling strategy was used to recruit 7 English-speaking caregivers for the first of two focus groups. The first virtual focus group was conducted using a semi-structured protocol and audio-recorded and transcribed using Zoom recording technology. The data are currently being consensus coded by trained coders using an inductive conventional content analysis approach.
Results
As of September 2026, coders have coded approximately 50% of the first English focus group and 100 % is expected to be completed by Research Day. To date, a codebook has been established with 72 codes for the English focus group. Preliminary analysis has identified recurring topics discussed by caregivers who navigated the speech/language evaluation process. These topics include: (a) caregivers’ uncertainty regarding the evaluation process, prompting them to take initiative and seek out information from a variety of resources; (b) how caregivers’ religious and geographic communities perceived speech/language delays; and (c) the behaviors their child displayed that made the caregiver recognize their child was having difficulty with communication and how the caregiver navigated these concerns. Ongoing analysis will continue to refine the initial codes to identify overarching categories capturing the factors that impacted caregivers’ success with receiving a speech/language evaluation early for their child.
Conclusion
Findings are expected to improve understanding of caregivers’ experiences navigating the speech/language evaluation process by informing development of a theoretical framework summarizing factors that influence caregivers’ success in obtaining an early speech/language evaluation. Insights from this study will be used to inform the design of supports to help more families obtain an early speech/language evaluation by identifying key barriers, resources, and/or gaps in information.