Hannah Lane

Exploring the impact of babble training for parents of children born with cleft palate

Background

Cleft palate with or without cleft lip (CP+/-L) occurs in approximately one in 850 births. Despite early surgical intervention, children with CP+/-L commonly face challenges with speech development. Research has demonstrated that these early deficits can have can have a detrimental impact on academic and social development in later childhood. Babble training, which aims to empower parents to promote early speech development, is being provided by several Cleft Centres in the UK. This intervention is based on clinical rationale, expert opinion and positive clinician feedback. However, no major research has been undertaken to understand and validate babble intervention, meaning the evidence for its clinical use is scientifically weak. This means that provision is often resource-led rather than evidence-led, highlighting the need for research to inform care pathways. 

Aim of this research

To determine the format, content, effectiveness and accessibility of babble training offered to parents of children with CP+/-L.

Methods

Stage 1: A survey will be distributed to the lead Speech and Language Therapists at the 14 UK Cleft Centres to collate information on the current delivery of babble training. The participants will then be asked to participate in a follow up focus group to further understand the content of the babble training and to validate the findings of the survey. 

Stage 2: Data from the Cleft Collective Study, a large prospective cohort study with speech data on over 400 children born with CP+/-L from across the UK, will be used to compare 13-month speech outcomes of children whose parents received babble training and those whose parents did not.

Stage 3: Parents who have received babble training will be asked to participate in semi-structured interviews, to capture their views and experiences.

Anticipated impact

 The anticipated impact of this study is to inform care pathways and support cleft services to plan effective intervention. By developing clear, evidence-based guidelines, there is the potential to improve care pathways and in the long term, improve the speech and language outcomes and quality of life for children with CP+/-L.

Supervisor(s)

Dr Silke Fricke

Professor Jenny Thomson 

Professor Yvonne Wren 

Dr Samantha Calladine