Results of this study suggested that the parents had learned to wait for their children to communicate verbally during communicative interactions and to interact more efficiently with their children by using verbal imitation. Overall, the results of this study support the efficacy of parent training that focuses on promotion of social reciprocity, and have important implications for clinicians and future research.

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The emergence of phonological awareness was examined in a longitudinal study. Two issues were of particular interest: (1) the relationship between phonological awareness and early language development, and (2) the relationship between theory of mind and phonological awareness. Of interest was whether early language ability at 2 years was related to phonological awareness (e.g., rhyming) at 4 years. Overall, children's early language ability at 2 years predicted their phonological awareness at 4 years. Also of interest was the relationship between theory of mind understanding and phonological awareness. At 4 years measures of theory of mind were related to phonological awareness. Possible explanations of the link between language, theory of mind and phonological awareness are discussed.