Book-Sharing for Toddlers with Clefts (BOOST): Protocol for a randomized controlled trial of a remote intervention to promote language development in children with cleft palate

TL;DR

This study tests a remote book-sharing program to improve language development in toddlers with cleft palate.

Contribution

The study introduces a novel, remote, parent-focused intervention to address language delays in children with cleft palate.

Findings

BOOST participants may show better language outcomes than those receiving standard care.

The program's success may depend on the frequency and quality of parent-child reading interactions.

Results could guide future interventions for children with cleft palate and similar populations.

Abstract

Children with cleft palate, with or without cleft lip (CP±L), exhibit language delays on average compared to children without clefts. Interventions to address these disparities are scarce. In this multi-center study, Book Sharing for Toddlers with Clefts (BOOST), we will test a remote, parent-focused intervention to promote language development in children with CP±L.

The study will test two primary hypotheses. First, toddlers randomized to BOOST will exhibit better language outcomes than children receiving standard-of-care (SOC). Second, we hypothesize that the BOOST program’s effect on language outcomes is mediated by the frequency and quality of parent-child reading interactions.

The study is a randomized-controlled trial comparing the BOOST group to a SOC comparison group. We will enroll N = 320 English and/or Spanish-speaking children ages 24–32 months with isolated CP±L (n = 160 per group). Both groups will receive children’s books, and parents will record and upload videos of themselves reading the books with their children using a smartphone app developed for the study. Parents will also complete surveys asking whether they read to their children on five randomly selected days each week. In addition, the BOOST group will participate in 3 remote dialogic book-sharing intervention sessions via Zoom. We will code book-sharing videos to assess parents’ target skill usage and children’s expressive language. End-of-study assessments will include measures of child language outcomes (e.g., clinician-administered measures, parent reports, and naturalistic child language samples).

Enrollment began in April 2024 and will continue through approximately April 2028.

The BOOST study will address a critical gap in the literature on interventions to improve language in children with CP±L. The results will inform the care for toddlers with oral clefts and have potential applications for other populations.

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