Date of Conferral

8-6-2026

Date of Award

August 2026

Degree

Ph.D.

School

Health Sciences

Advisor

Srikanta Banerjee

Abstract

The COVID-19 pandemic significantly disrupted children’s developmental environments by limiting access to childcare, healthcare, and opportunities for social interaction, raising concerns about speech and language outcomes in children born during this period. Grounded in Bronfenbrenner’s ecological systems theory, this qualitative study was an exploration of factors associated with speech and language delays and examined parents’ perceptions and experiences in Philadelphia. The qualitative study included a sample of nine parents who cared for children during the COVID-19 pandemic quarantine period. Analysis of the interview data revealed five emergent themes: (a) limited social interaction during the pandemic, (b) delayed identification and diagnosis of speech concerns, (c) disruptions in access to early intervention services, (d) the critical role of family involvement and home-based strategies, and (e) improvements in speech development following consistent therapeutic support. The findings indicate that pandemic-related disruptions affected children's speech and language development, whereas caregiver engagement and consistent access to intervention services supported more positive developmental outcomes. Furthermore, the findings may contribute to positive social change by informing early intervention practices and policies that emphasize timely identification, equitable and consistent service delivery, meaningful caregiver involvement, and sustained family–professional partnerships to improve developmental outcomes for children and families.

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