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

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 othe...

Full description

Saved in:
Bibliographic Details
Published in:Journal of child and family studies 2020-12, Vol.29 (12), p.3596-3608
Main Authors: Bellon-Harn, Monica L., Morris, Lekeitha R., Manchaiah, Vinaya, Harn, William E.
Format: Article
Language:English
Subjects:
Articulation disorders in children
Behavioral Science and Psychology
Child and School Psychology
Children
Children & youth
Digital broadcasting
Digital media
Direct instruction
Intervention
Language disorders
Language Impairments
Medical research
Medicine, Experimental
Parent Child Relationship
Parents & parenting
Psychology
Review
Social Sciences
Sociology
Speech
Speech disorders
Systematic review
Video Technology
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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. Highlights Parent-implemented interventions using asynchronous instructional content indicate promise. Parent-implemented interventions for children with LD/SSD infrequently use asynchronous instructional content. Evaluations of programs using self-managed or asynchronous instructional content is lacking.
ISSN:1062-1024
1573-2843
DOI:10.1007/s10826-020-01842-x