A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds

McGillion, Michelle; Pine, Julián M.; Herbert, John; Matthews, David

doi:10.1111/jcpp.12725

Cited by 162 publications

(127 citation statements)

References 49 publications

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“…was coded based on linguistic context and, when available, visual context, it's possible that indistinguishable object presence across video and peak audio is due to a combination of noise and systematic bias in coding object presence without visual context. Because object presence and the related ideas of referential transparency and contingent talk have been linked with early language development based on both audio-only and video-recordings(Bergelson & Aslin, 2017;Cartmill et al, 2013;McGillion, Pine, Herbert, & Matthews, 2017;Yurovsky et al, 2013), we find this latter possibility somewhat unlikely. Indeed, a better understanding of what elicits contingent, referentially transparent caretaker talk may be a fruitful future direction.…”

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confidence: 80%

Day by day, hour by hour: Naturalistic language input to infants

Bergelson

Amatuni

Dailey

et al. 2018

Developmental Science

158

116

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Measurements of infants' quotidian experiences provide critical information about early development. However, the role of sampling methods in providing these measurements is rarely examined. Here we directly compare language input from hour-long video-recordings and daylong audio-recordings within the same group of 44 infants at 6 and 7 months. We compared 12 measures of language quantity and lexical diversity, talker variability, utterance-type, and object presence, finding moderate correlations across recording-types. However, video-recordings generally featured far denser noun input across these measures compared to the daylong audio-recordings, more akin to 'peak' audio hours (though not as high in talkers and word-types). Although audio-recordings captured ~10 times more awake-time than videos, the noun input in them was only 2-4 times greater. Notably, whether we compared videos to daylong audio-recordings or peak audio times, videos featured relatively fewer declaratives and more questions; furthermore, the most common video-recorded nouns were less consistent across families than the top audio-recording nouns were. Thus, hour-long videos and daylong audio-recordings revealed fairly divergent pictures of the language infants hear and learn from in their daily lives. We suggest that short video-recordings provide a dense and somewhat different sample of infants' language experiences, rather than a typical one, and should be used cautiously for extrapolation about common words, talkers, utterance-types, and contexts at larger timescales. If theories of language development are to be held accountable to 'facts on the ground' from observational data, greater care is needed to unpack the ramifications of sampling methods of early language input.

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confidence: 80%

Day by day, hour by hour: Naturalistic language input to infants

Bergelson

Amatuni

Dailey

et al. 2018

Developmental Science

158

116

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“…Tier 1 services also focus on children before they enter education and often aim to change parents' interaction with their children, to increase the amount of contingent talk (McGillion et al 2017, Landry et al 2011 or increase the vocabulary children are exposed to, e.g., via interactive shared book reading (Mol et al 2008). A meta-analysis of parenting education programmes for children aged 3-5 years (Grindal et al 2016) found little beneficial effect unless opportunities to practise parenting skills were provided.…”

Section: Evidence Of the Effectiveness Of Tier 1 Interventionsmentioning

confidence: 99%

Evidence based pathways to intervention for children with language disorders

Ebbels

McCartney

Slonims

et al. 2017

Preprint

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Background: Paediatric SLT roles often involve planning individualised intervention for specific children (provided directly by SLTs or indirectly through non-SLTs), working collaboratively with families and education staff and providing advice and training. A tiered approach to service delivery is currently recommended, whereby services become increasingly specialised and individualised for children with greater needs.

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“…It is noteworthy that in the 12-month data in this study both the gender balance (favouring girls) and the characteristic social gradient were not clearly demonstrated. Considerable interest in the role of language development has been expressed within a public health context (Law et al 2013, Law andPagnamenta 2017), but the evidence supporting universal interventions is not as strong as that for targeted interventions , but see also McGillion et al 2017 andBlesses et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Association of proximal elements of social disadvantage with children's language development at 2 years: an analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort

Law

Clegg

Rush

et al. 2018

Intl J Lang & Comm Disor

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Background An association between social disadvantage and early language development is commonly reported in the literature, but less attention has been paid to the way that different aspects of social disadvantage affect both expressive and receptive language in the first 2 years of life. Aims To examine the contributions of gender, parental report of early language skills and proximal social variables (the amount of stimulation in the home, the resources available to the child and the attitudes/emotional status of the primary carer and the support available to him/her) controlling for distal social variables (family income and maternal education) to children's expressive and receptive language development at 2 years in a community ascertained population cohort. Methods & Procedures Data from 1314 children in the Children in Focus (CiF) sample from the Avon Longitudinal Study of Parents and Children (ALSPAC) were analyzed. Multivariable regression models identified the contribution of proximal (what parents do with their children) measures of social disadvantage adjusting for more distal (e.g., family income and material wealth) measures as well as early language development at 15 months to the development of verbal comprehension, expressive vocabulary and expressive grammar (word combinations) at 2 years of age. Outcome & Results In the final multivariable models gender, earlier language and proximal social factors, co‐varying for distal factors predicted 36% of the variance for expressive vocabulary, 22% for receptive language and 27% for word combinations at 2 years. Language development at 15 months remained a significant predictor of outcomes at 24 months. Environmental factors were associated with both expressive scales but the picture was rather more mixed for receptive language suggesting that there may be different mechanisms underlying the different processes. Conclusions & Implications This study supports the argument that social advantage makes a strong contribution to children's language development in the early years. The results suggest that what parents/carers do with their children is critical even when structural aspects of social disadvantage such as family income and housing have been taken into consideration although this relationship varies for different aspects of language. This has the potential to inform the targeting of public health interventions focusing on early language and pre‐literacy skills on the one hand and home learning environments on the other and, potentially, the two in combination.

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A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds

Cited by 162 publications

References 49 publications

Day by day, hour by hour: Naturalistic language input to infants

Day by day, hour by hour: Naturalistic language input to infants

Evidence based pathways to intervention for children with language disorders

Association of proximal elements of social disadvantage with children's language development at 2 years: an analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort

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