Research Analysis on Parent-implemented Language Intervention for Children With or At-Risk for Language Delays
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초록
The purpose of this study is to analyze studies that examined the effectivenessof parent-implemented language interventions to improve expressive language andcommunication skills for young children with disabilities. By describing and comparingthe specific characteristics of parent training and language intervention across studiesand the findings obtained, this study examines the critical features that may influencethe effectiveness of these strategies. A total of 11 studies were identified that metthe criteria established for inclusion in this review and each of these studies wereanalyzed in terms of the characteristics of participants, the features of parentimplementedlanguage strategies, parent training, research designs, and majorfindings. Of the 11 studies, 6 studies conducted Dialogic Reading (DR) interventionsand 5 studies implemented Milieu Language Teaching (MLT) interventions. Resultsof this analysis indicated that parent-implemented language interventions generallyincreased parent’s use of effective language strategies and the expressive languageskills for children with language delays. Also, results reported that some languagestrategies such as expanding, repeating, waiting for responses were used morefrequently than other strategies. In the procedure of teaching language strategies,results indicated that individual training sessions were more effective than grouptraining sessions. Analysis results also showed that strong fidelity of implementation was conductedin studies that used fidelity checklist or encoded the frequency of the parent use oflanguage strategies during the language intervention. In the studies that used strongtypes of fidelity implementation, children improved their expressive language outcomes. Limitations and implications are also discussed in terms of examining fidelity ofimplementation to determine the effect of the parent-implemented languageinterventions on children’s language outcomes.
Abstract
The purpose of this study is to analyze studies that examined the effectivenessof parent-implemented language interventions to improve expressive language andcommunication skills for young children with disabilities. By describing and comparingthe specific characteristics of parent training and language intervention across studiesand the findings obtained, this study examines the critical features that may influencethe effectiveness of these strategies. A total of 11 studies were identified that metthe criteria established for inclusion in this review and each of these studies wereanalyzed in terms of the characteristics of participants, the features of parentimplementedlanguage strategies, parent training, research designs, and majorfindings. Of the 11 studies, 6 studies conducted Dialogic Reading (DR) interventionsand 5 studies implemented Milieu Language Teaching (MLT) interventions. Resultsof this analysis indicated that parent-implemented language interventions generallyincreased parent’s use of effective language strategies and the expressive languageskills for children with language delays. Also, results reported that some languagestrategies such as expanding, repeating, waiting for responses were used morefrequently than other strategies. In the procedure of teaching language strategies,results indicated that individual training sessions were more effective than grouptraining sessions. Analysis results also showed that strong fidelity of implementation was conductedin studies that used fidelity checklist or encoded the frequency of the parent use oflanguage strategies during the language intervention. In the studies that used strongtypes of fidelity implementation, children improved their expressive language outcomes. Limitations and implications are also discussed in terms of examining fidelity ofimplementation to determine the effect of the parent-implemented languageinterventions on children’s language outcomes.
참고문헌 (31)
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