Parents'/Carers' and Teachers' Awareness of Developmental Language Disorders (DLD) and Speech Sounds Disorders (SSD) in Saudi Arabia.

Abstract

Background: Developmental Language Disorders (DLD) and Speech Sound Disorders (SSD) are prevalent communication disorders that can significantly impact a child’s social, academic, and emotional development. Early identification and intervention are essential for mitigating these impacts and promoting better outcomes. Objective: This study investigated the awareness levels of DLD and SSD among Saudi parents/carers and preschool teachers. It explored the timing of seeking professional assessment, identified knowledge gaps, and examined the relationship between educational background and awareness. Methods: A cross-sectional survey study, mainly quantitative, was conducted, involving 28 parents/carers and 12 preschool teachers. Results: The findings reveal varied levels of awareness regarding DLD and SSD among participants. Approximately 60.7% of parents/carers and 75% of teachers identified DLD symptoms, while 64.3% of parents/carers and 83.3% of teachers recognized SSD symptoms. However, some misunderstanding from both groups about when to seek professional assessment was noted, particularly concerning speech development. Awareness was positively correlated with higher educational levels. Nine parents/carers who attended SLP appointments found counselling and diagnostic services beneficial but reported challenges such as frequent appointments and long wait times. Conclusions: The study highlights varied awareness and understanding of DLD and SSD among Saudi parents/carers and preschool teachers, with some variability potentially attributable to educational backgrounds. The findings underscore the need for targeted educational initiatives to enhance awareness of DLD and SSD and promote early intervention. Additionally, the small dataset suggests a potential need to improve SLP services to address issues raised by parents.