This study aimed to investigate the perceptions, experiences, and ethical awareness of undergraduate Speech and Language Therapy (SLT) students in Tür

Background: Generative artificial intelligence (AI) tools such as ChatGPT are increasingly used for health information seeking. However, little is known about how the adoption of generative AI is socially patterned, particularly in pediatric rehabilitation contexts. This study aimed to examine the prevalence and sociodemographic determinants of ChatGPT use among parents of children with speech and language disorders (SLDs) in Türkiye and to explore its association with engagement in formal speech and language therapy services. Methods: This cross-sectional study included 204 parents of children with SLDs recruited through online parent networks between October and November 2025. Data were collected using a structured questionnaire assessing sociodemographic characteristics, therapy attendance frequency, and ChatGPT use for SLD-related information. Bivariate associations were analyzed using chi-square tests, and multivariable logistic regression was conducted to identify independent predictors of ChatGPT use. Results: Overall, 28.4% of participants reported using ChatGPT to seek information related to their child’s speech or language disorder. ChatGPT use was significantly associated with gender, age group, and educational level. In multivariable analyses, male gender (aOR = 3.09; 95% CI: 1.36–7.02) and postgraduate education (aOR = 5.20; 95% CI: 1.56–17.27) were independently associated with higher odds of ChatGPT use, while undergraduate education did not reach statistical significance (aOR = 1.55; 95% CI: 0.70–3.42; p = 0.277). Attending therapy several times per year (aOR = 4.01; 95% CI: 1.08–14.92) and monthly or weekly (aOR = 2.75; 95% CI: 1.01–7.48) were both associated with higher odds of ChatGPT use relative to never attending therapy. Conclusion: Generative AI use among parents of children with SLDs appears relatively common but socially stratified. Educational attainment, gender, and engagement with formal therapy services significantly influence AI adoption. Without equity-oriented strategies and digital health literacy initiatives, the diffusion of generative AI tools may reinforce existing informational disparities in pediatric rehabilitation.

This study aims to evaluate the impact of earthquakes on the language and speech development of children. Traumatic effects of earthquakes on children may negatively influence language acquisition and speech development. The stress and insecurity experienced during such disasters can lead to delays or disorders in children's language learning abilities. Our research was conducted in the cities of Malatya, Adıyaman, Kahramanmaraş, and Hatay, which were affected by the earthquake centered in Kahramanmaraş on February 6, 2023. A total of 145 children receiving speech and language therapy were included in the study. A 25-question survey was administered to gather sociodemographic data and evaluate earthquake-related changes in language and speech abilities. While 60% of participants believed their child’s language development regressed after the earthquake, 32.4% did not observe any regression. Communication with the child increased in 73.2% of families, while 11.7% reported no change. A lack of self-confidence was observed in 53.1% of children, and 26.9% did not exhibit any notable difference. Among children, 58.6% were described as understanding events and asking questions, while 29.7% did not. Use of earthquake-related vocabulary in peer communication increased in 63.4% of children. The ability to express emotions through language was negatively affected in 55.1% of cases, and 73.1% of parents observed the impact of stress on language development. Children with speech and language disorders living in disaster zones were evidently affected by this crisis. Disruptions in both psychological and educational processes resulted in psycholinguistic impairments. This study emphasizes the necessity for support mechanisms and targeted interventions to mitigate these effects.

Background: Early speech and language delays are among the most prevalent neurodevelopmental conditions in childhood and are associated with long-term academic, social, and psychosocial outcomes. Despite their clinical importance, public knowledge and awareness remain limited. This study aimed to examine university students’ knowledge and awareness of early speech and language delays and their associations with sociodemographic factors. Methods: This cross-sectional descriptive study included 505 undergraduate students recruited through convenience sampling. Data were collected using a researcher-developed questionnaire assessing sociodemographic characteristics, knowledge, awareness, and attitudes. Content validity was established through expert review and pilot testing. Statistical analyses included descriptive statistics, Mann–Whitney U test, Kruskal–Wallis H test, chi-square tests, and Spearman correlation. Effect sizes (r and η2) and 95% CI were reported. Results: Most participants reported prior awareness of speech and language delay (94.3%, 95% CI: 92.3-96.3); however, knowledge levels were predominantly basic (46.9%, 95% CI: 42.6-51.2) or moderate (49.7%, 95% CI: 45.3-54.1), with only 3.4% (95% CI: 1.8-5.0) reporting advanced knowledge. While attitudes toward early intervention were generally positive, detailed knowledge of developmental milestones and risk factors was limited. Students who had received relevant training demonstrated significantly higher knowledge and awareness levels (P < .001). Conclusion: Misconceptions were particularly evident regarding bilingual language development. Although awareness of early speech and language delays is relatively high among university students, it is not supported by sufficient depth of knowledge. This gap may delay early identification and referral. Integrating foundational content on speech and language development into university curricula may provide a cost-effective strategy to improve early detection and intervention outcomes. Cite this article as: Şimşek A, Demir H. Knowledge and awareness of early speech and language delays among university students: A cross-sectional study. Balkan ORL-HNS. 2026;3:0148. doi:10.5152/bohns.2026.26148