Parental Awareness, Knowledge, and Practices Regarding Speech and Language Delay in Children From the Eastern Region of Saudi Arabia: A Cross-Sectional Study

Background The development of communication and language skills is a fundamental component of early childhood, serving as the foundation for initial learning experiences and the development of social skills. This study was designed to assess parental awareness, knowledge, and practices regarding speech and language delays in children. Methodology A cross-sectional survey was conducted among parents residing in the eastern region of Saudi Arabia. A total of 422 parents with at least one child under the age of 18 actively participated in the survey. A Google survey of 41 questions, including demographic information, knowledge, and practice sections, was randomly distributed nationwide from April to May 2024. Results The respondents were mostly Saudi nationals (n=388; 91.9%), and more than two-thirds of the participants were women (n=292; 69.19%). The study highlighted that 60.19% of the participants had poor knowledge of speech and language milestones, while only 1.18% demonstrated good knowledge. The primary sources of children's milestones include relatives and friends (62.9%) as well as the internet and social media (58.7%). Early intervention was recognized as beneficial, with 217 (51.42%) of parents acknowledging its potential to reduce treatment costs and durations, emphasizing the importance of timely detection and intervention programs. Conclusions This study shows that most parents had poor knowledge regarding language milestones and speech delay. Findings underscore the significance of addressing parental awareness and knowledge gaps concerning speech and language delays in Saudi Arabia, emphasizing the need for targeted educational campaigns. Improving awareness and correcting misconceptions can lead to more effective support systems for children with speech and language delays.