Browsing by Author "Asamba, Francine"

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    An Evaluation of Parent-Implemented Intervention Measures for Speech and Language Delay among 3-5 Years Old in Nairobi City County, Kenya
    (European Journal of Special Education Research, 2025) Asamba, Francine; Karia, Mathew
    The study aimed to evaluate home factors for intervention of speech and language delay among children aged 3-5 years in Kawangware, Nairobi City County, Kenya. The study was guided by the theory of human development presented in Bronfenbrenner's Bio Ecological Model. A descriptive research design was adopted in the study. The focus of the study was on 30 children between ages 3-5 who are speech and language delayed and their parents from Riruta Holy Ghost Mission Special School and Dagoretti Muslim primary school. The study employed a purposive sampling technique. A pilot study was carried out at Kawangware Primary School to determine the reliability and validity of research instruments. The information was collected by interviewing parents. The data collected was analyzed using both quantitative and qualitative methodologies. The analysis revealed varying levels of parental awareness regarding speech and language delay. While some parents recognized signs such as articulation problems and difficulty following directions, others demonstrated uncertainty or limited understanding. A significant proportion of parents (71.4%) had heard of speech therapy, indicating a moderate level of awareness. However, awareness of local services offering speech and language therapy was relatively low, with only 42.9% of parents being aware of such services. Multivariate analysis of the study revealed significant associations between parental knowledge, intervention measures, and speech development outcomes among children with speech and language delay in Kawangware, Nairobi City County. It was concluded that parent-implemented speech and language intervention measures play a crucial role in improving communication skills among children with speech and language delays. Therefore, it is recommended that future intervention efforts in the study area prioritize parental training and support to enhance the effectiveness of speech and language interventions. Additionally, collaboration between professionals and parents should be encouraged to ensure comprehensive and holistic support for children with speech and language delays in Kawangware, Nairobi City County. Administrators should collaborate with healthcare providers and community organizations to provide outreach programs and educational workshops for parents.
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    Evaluation of Parental Factors for Intervention of Speech and Language Delay among Children Aged 3-5 Years in Kawangware, Nairobi City County, Kenya
    (Kenyatta University, 2025-06) Asamba, Francine
    The study aimed to evaluate parental factors for appropriate intervention of speech and language delay among children aged 3-5 years in Kawangware, Nairobi City County. The study’s objectives were: to conduct an investigation on parental awareness of speech and language delay in Kawangware, Nairobi City County, determine parental knowledge of therapy for speech and language available for children with speech and language delay in Kawangware, Nairobi City County and to adopt parent-implemented speech and language intervention techniques to address speech and language delays in Kawangware, Nairobi City County. The study was guided by the theory of human development presented in Bronfenbrenner's Bio Ecological Model. A descriptive research design was adopted in the study. The focus of the study was on 30 children between ages 3-5 who are speech and language delayed and their parents from Riruta Holy Ghost Mission Special School and Dagoretti Muslim primary school. The study employed purposive sampling technique. A pilot study was carried out at Kawangware Primary School to determine the reliability and validity of research instruments. The information was collected by interviewing parents. The data collected was analysed using both quantitative and qualitative methodologies. The analysis revealed varying levels of parental awareness regarding speech and language delay. Many parents were unsure of when children should begin babbling or forming sentences, and often attributed delays to factors such as gender, premature birth, or multilingual environments. Regarding the second objective, majority of parents reported having heard of speech therapy; however, less than half were aware of local services, indicating a moderate level of general awareness but limited functional knowledge. Thematic analysis revealed that parents often relied on informal sources for information and lacked clarity on how therapy works or where to find it. For the third objective, qualitative data indicated that although formal questions were not posed, many parents actively engaged in home-based interventions such as encouraging conversations and repeating words. This suggests a strong parental willingness to support their children if provided with appropriate guidance and tools. The study concludes that there is a critical need to raise parental awareness of speech and language development; disparities in access to services and knowledge hinder effective intervention; and parent-led strategies, when supported, can significantly enhance communication outcomes. To address these issues, it is recommended that: community sensitization campaigns and parent education forums be implemented through partnerships with local healthcare and early childhood centres, and (targeted outreach initiatives such as posters, flyers, and referral pathways be developed to help parents locate and access speech and language therapy services in their locality.