Impacts of parent‐implemented early‐literacy intervention for Spanish‐speaking children with language impairment

Pratt, Amy; Justice, Laura M.; Perez, Ashanty; Durán, Lillian K.

doi:10.1111/1460-6984.12140

Cited by 25 publications

(30 citation statements)

References 21 publications

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“…Group differences in the total number of words between the treatment and control groups were reported. Pratt et al (2015) None reported. Faulkus et al (2016) reported that significant change occurred in the parent rating scale, which is a scale used by parents to rate their performance.…”

Section: Wake Et Al (2011)mentioning

confidence: 95%

“…Three studies did not include control groups (See Table 2). Four studies used a pre-post-test design with random assignment to a treatment or non-treatment control group (Allen and Marshall 2011;Girolametto et al 1996;Pratt et al 2015;Roberts and Kaiser 2012). One study used a cluster randomized trial (Wake et al 2011).…”

Section: Methodsmentioning

confidence: 99%

“…Girolametto et al (1996), Baxendale and Hesketh (2003), Konza et al (2010), Wake et al (2011) included videos as a part of Hanaen program in which parents were videotaped interacting with their children during home visits and the videotapes were used to provide immediate feedback and on-the-spot coaching was provided as necessary. Roberts and Kaiser (2012) (Pratt et al 2015). Overall, the interventions used videos concurrent with varying levels of direct support, not specifically as asynchronous instructional content.…”

Section: Role Of Videos and Digital Mediamentioning

confidence: 99%

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Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review

et al. 2020

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No review to date has focused on evaluating the use of videos and digital media in parent-implemented interventions for parents of children with primary language or speech sound disorder (LD/SSD). Research objectives guiding this scoping review included an evaluation of (a) use of videos and/or other digital media in parent-implemented interventions; (b) use of videos and/or other digital media in asynchronous content; (c) the role of the parent as learner; and (d) the program impact on parents and children. This review followed a five-stage framework: (a) identify research questions; (b) identify relevant studies; (c) select studies; (d) chart the data; and (e) collate, summarize and report the results. Ten studies were included. No program included parents of children with speech disorders. One fully asynchronous program was identified, though many programs included videos concurrent with direct instruction. No study described the parent as learner and only four studies examined parent satisfaction and perceptions. These four studies directly measured specific parent behavior and results indicated that the programs had a positive impact on parents' interactions. Nine of the ten studies included child outcomes. This low volume of studies suggests limited work in this area. The review describes research gaps and future directions.

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Section: Wake Et Al (2011)mentioning

confidence: 95%

Section: Methodsmentioning

confidence: 99%

Section: Role Of Videos and Digital Mediamentioning

confidence: 99%

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Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review

et al. 2020

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“…Similarly, a recent study conducted with upper‐middle‐class Spanish‐speaking participants has shown that parents successfully completed an 8‐week SBR intervention to improve early literacy skills of their preschool children with language disorder (Pratt et al . ). However, other studies have indicated no intervention effect for parental use of SBR strategies (Pile et al .…”

Section: Introductionmentioning

confidence: 97%

“…Studies focusing on 'dialogic reading' strategies (Whitehurst et al 1994) have shown that as a result of training, parents increased their use of wh-open-ended questions and expansions of children's utterances (Crain-Thoreson and Dale 1999, Dale et al 1996. Similarly, a recent study conducted with upper-middle-class Spanish-speaking participants has shown that parents successfully completed an 8-week SBR intervention to improve early literacy skills of their preschool children with language disorder (Pratt et al 2015). However, other studies have indicated no intervention effect for parental use of SBR strategies (Pile et al 2010) and parental difficulties in implementing SBR intervention with their children with DLD-mainly due to time constraints and difficulty with reading-and quite high attrition rates during intervention programmes (Justice et al 2011).…”

Section: Introductionmentioning

confidence: 99%

Impacts of a shared book‐reading intervention for Italian‐speaking children with developmental language disorder

Lavelli

Barachetti

Majorano

et al. 2019

Intl J Lang & Comm Disor

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Background The regular practice of shared book reading (SBR) at home may play a key role in fostering the linguistic development of children with developmental language disorder (DLD). However, more evidence is needed of the benefits of home‐based SBR interventions on the parents’ conversational strategies and on the communicative and linguistic production of children with DLD. Aims To examine the impacts of a parent‐based SBR intervention on the parent's use of conversational strategies, and on the engagement, conversational participation and linguistic production of Italian‐speaking children with DLD. The mothers trained in the use of SBR strategies were expected to increase their use of these strategies. The children were expected to show gains in their level of engagement and conversational participation during SBR; in turn, moderate increments of the indices of language production were expected. Methods & Procedures Thirty‐two preschool children with DLD participated in the study; all were receiving speech language therapy. Using a non‐randomized pre‐post‐test control trial, 20 mother–child dyads implemented an 8‐week SBR programme (the SBR intervention group), while 12 dyads acted as a comparison group. Based on the ‘dialogic reading’ method, eight verbal and non‐verbal SBR strategies were employed during individual and small‐group parent training sessions. Speech–language therapists were involved in the individual parent training sessions to provide suggestions focused on the specific characteristics of each mother–child dyad. Measures of parents’ intervention strategies, children's engagement, conversational participation and oral language were included. Outcomes & Results At post‐test, mothers in the SBR intervention group used three of the eight SBR strategies—Shared Book Handling, Captivating Talking, and Utterances with a familiar topic—significantly more than the comparison group. Children whose mothers implemented the intervention showed significant gains in terms of time spent in engagement and amount of verbal production during shared reading. No effects were found for the children's communicative initiatives and answers, or for indices of language complexity and diversity. Conclusions & Implications The present parent‐based SBR intervention for Italian‐speaking preschoolers with DLD showed effects, albeit modest, on both maternal and child communicative behaviours. The results suggest that extralinguistic strategies may be implemented successfully by parents and may be effective in enhancing children's engagement and language production in the short term. Further investigations are needed that provide a longer intervention period and examine the joint impact of therapist‐ and parent‐based intervention for children with DLD.

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Parent-mediated interventions for promoting communication and language development in young children with Down syndrome

O’Toole

Lee

Gibbon

et al. 2018

Cochrane Database of Systematic Reviews

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Impacts of parent‐implemented early‐literacy intervention for Spanish‐speaking children with language impairment

Cited by 25 publications

References 21 publications

Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review

Use of Videos and Digital Media in Parent-implemented Interventions for Parents of Children with Primary Speech Sound And/or Language Disorders: A Scoping Review

Impacts of a shared book‐reading intervention for Italian‐speaking children with developmental language disorder

Parent-mediated interventions for promoting communication and language development in young children with Down syndrome

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