University of Oregon
The goal of this clinical trial is to test ways to improve early language development among young children of parents with substance use disorder (SUD). Children of parents with SUD are at increased risk for language delays, and early supports may help prevent long-term learning challenges. This study will examine whether adding additional supports to group-based parenting intervention improves child language outcomes compared to the group intervention alone.
The investigators will recruit and randomize a total of N=244 parent-child dyads to one of four treatment conditions using a 2x2 factorial design. Specifically, all participants will receive the group-based intervention from "Learn and Play Every Day" parent-implemented naturalistic communication intervention (PI-NCI) and will be randomized to receive the additional intervention modalities of (1) parental coaching, (2) individualized lessons, (3) both, or (4) neither. The investigators will recruit participants from community agencies that provide support to adults with substance use disorders…
Inclusion Criteria: 1. Have a: 1. Self-reported lifetime history of substance use disorder treatment and/or 2. active substance use in the past year 2. Be providing care for/parenting a child at least 10% of the time who is: 1. between the ages of 12-42 months 2. English/Spanish bilingual or monolingual in English or Spanish 3. exposed to a third language once a week or less 4. not yet combining three or more words regularly 5. has less than 150 words in their expressive vocabulary 3. Be able to provide consent for their target child to participate, or have a legal guar…
Parents participate in six weekly 90-minute in-person groups led by a trained facilitator and offered in English or Spanish. Groups use modeled caregiver-child interaction videos and guided discussion to teach evidence-based communication strategies.
Parents receive three one-hour telehealth coaching sessions with a licensed speech-language pathologist to review caregiver-child interactions, practice communication strategies, and receive individualized feedback.
Participants receive three one-hour telehealth sessions focused on identifying barriers to using the communication strategies introduced in the group sessions. Interventionists work with parents to develop structured supports (e.g., mindfulness tools, visual aids, tracking logs, timers) and set goals to address planning, attention, or memory challenges that may interfere with implementation.
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