Assessing the Effects of a Parent-Implemented Language Intervention for Children with Language Impairments Using Empirical Benchmarks: A Pilot Study

Purpose: The purpose of this study was to investigate the extent to which a parent-implemented language intervention improves language skills in toddlers at risk for persistent language impairment (LI) as compared with a group of typically developing toddlers. Method: Thirty-four children with LI be...

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Bibliographic Details
Published in:Journal of speech, language, and hearing research language, and hearing research, 2012-12, Vol.55 (6), p.1655-1670
Main Authors: Roberts, Megan Y, Kaiser, Ann P
Format: Article
Language:English
Subjects:
Academic failure
Behavior
Benchmarking
Benchmarks
Care and treatment
Child Language
Child, Preschool
Children & youth
Control Groups
Early Intervention
Early Intervention (Education) - methods
Early Intervention (Education) - standards
Expressive Language
Families & family life
Hierarchical Linear Modeling
Humans
Language Acquisition
Language Development
Language Development Disorders - epidemiology
Language Development Disorders - rehabilitation
Language Development Disorders - therapy
Language disorders
Language disorders in children
Language Impairments
Language instruction
Language Skills
Language Therapy - methods
Language Therapy - standards
Methods
Outcomes of Treatment
Parent Child Relationship
Parent training
Parenting
Parents
Parents & parenting
Parents as Teachers
Patient Compliance
Patient outcomes
Pilot Projects
Receptive Language
Risk Factors
Speech therapy
Teaching Methods
Toddlers
Training
Treatment Outcome
Young Children
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Summary:Purpose: The purpose of this study was to investigate the extent to which a parent-implemented language intervention improves language skills in toddlers at risk for persistent language impairment (LI) as compared with a group of typically developing toddlers. Method: Thirty-four children with LI between 24 and 42 months of age were randomly assigned to a treatment or nontreatment experimental condition. Participants in the treatment group received 24 biweekly 1-hr sessions for 3 months. An additional sample of 28 age- and gender-matched children with typically developing language (TL) was also included. Norm-referenced child assessments and observational measures were used to assess changes in children's language growth. Results: Results from multilevel modeling indicate that children in the treatment group made greater gains than children in the control group on most language measures. Whereas children in the treatment group had lower language scores than children with TL at the end of intervention, the rate of language growth was not significantly different between groups. Child receptive language and parent use of matched turns predicted expressive language growth in both children with and without LI. Conclusion: The results of this preliminary study indicate that parent-implemented interventions may be an effective treatment for children with expressive and receptive LI.
ISSN:1092-4388
1558-9102
DOI:10.1044/1092-4388(2012/11-0236)