Assessing the Effects of a Parent-Implemented Language Intervention for Children With Language Impairments Using Empirical Benchmarks: A Pilot Study PurposeThe 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.MethodThirty-four children with LI between 24 and 42 months of age were randomly assigned ... Article
Article  |   December 01, 2012
Assessing the Effects of a Parent-Implemented Language Intervention for Children With Language Impairments Using Empirical Benchmarks: A Pilot Study
 
Author Affiliations & Notes
  • Ann P. Kaiser
    Vanderbilt University, Nashville, TN
  • Correspondence to Megan Y. Roberts: megan.y.roberts@vanderbilt.edu
  • Editor: Janna Oetting
    Editor: Janna Oetting×
  • Associate Editor: Pamela Hadley
    Associate Editor: Pamela Hadley×
Article Information
Language Disorders / Language
Article   |   December 01, 2012
Assessing the Effects of a Parent-Implemented Language Intervention for Children With Language Impairments Using Empirical Benchmarks: A Pilot Study
Journal of Speech, Language, and Hearing Research, December 2012, Vol. 55, 1655-1670. doi:10.1044/1092-4388(2012/11-0236)
History: Received August 26, 2011 , Accepted March 26, 2012
 
Journal of Speech, Language, and Hearing Research, December 2012, Vol. 55, 1655-1670. doi:10.1044/1092-4388(2012/11-0236)
History: Received August 26, 2011; Accepted March 26, 2012
Web of Science® Times Cited: 14

PurposeThe 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.

MethodThirty-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.

ResultsResults 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.

ConclusionThe results of this preliminary study indicate that parent-implemented interventions may be an effective treatment for children with expressive and receptive LI.

Acknowledgments
This research was supported in part by Institute of Education Sciences Training Grant R305B080025 and Goal 3 Efficacy Grant R324A090181 as well as by Vanderbilt Clinical and Translational Science Award Grant ULI RR024975 from the National Center for Research Resources/National Institutes of Health.
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