Exploring Parent-Child Interactions during a Parent-Implemented Language Intervention for Children Who Are Late-to-Talk
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| Title: | Exploring Parent-Child Interactions during a Parent-Implemented Language Intervention for Children Who Are Late-to-Talk |
|---|---|
| Language: | English |
| Authors: | Kathryn Hatherly (ORCID |
| Source: | Child Language Teaching and Therapy. 2025 41(1):30-46. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Toddlers, Parents as Teachers, Parent Child Relationship, Delayed Speech, Language Skills, Interpersonal Competence, Parent Education, Computer Assisted Instruction, Reading Aloud to Others, Play, Manipulative Materials, Speech Instruction, Foreign Countries, Early Intervention |
| Geographic Terms: | Canada |
| DOI: | 10.1177/02656590251314720 |
| ISSN: | 0265-6590 1477-0865 |
| Abstract: | Supportive parent-child interactions are critical for facilitating typically developing children's language and social skill development. For children who are late-to-talk, parent-child interactions may be particularly important to address as a means of supporting growth in children's early language abilities. Target Word is one parent-implemented intervention for children who are late-to-talk that teaches parents strategies for facilitating more meaningful communicative interactions with their children, but little is known about the impact of this program on parent-child interactions. The aim of the present study was to determine whether the nature of parent-child interactions changed during the virtual Target Word program and whether changes in parent-child interaction were associated with parents' participation in the virtual Target Word program. A total of 40 children between 16 and 27 months of age who were identified as late-to-talk and their caregivers were assigned to a treatment or wait-list control group. Parent-child interactions were captured virtually using Zoom at four time points and measured using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO). Families completed book reading, pretend, and manipulative play tasks. While 16 of the 20 families in the treatment group completed the study, only 5 of the 20 families in the wait-list control group completed the entire study. Data were analyzed using a constrained longitudinal data analysis approach. Group differences in parent-child interactions were not statistically different at any time point. Further research is necessary to evaluate whether parent-child interactions are in fact impaired in late talkers, the psychometric properties of the PICCOLO for late talkers, and whether parent-child interactions may be assessed differently in virtual versus in-person environments. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466003 |
| Database: | ERIC |
| Abstract: | Supportive parent-child interactions are critical for facilitating typically developing children's language and social skill development. For children who are late-to-talk, parent-child interactions may be particularly important to address as a means of supporting growth in children's early language abilities. Target Word is one parent-implemented intervention for children who are late-to-talk that teaches parents strategies for facilitating more meaningful communicative interactions with their children, but little is known about the impact of this program on parent-child interactions. The aim of the present study was to determine whether the nature of parent-child interactions changed during the virtual Target Word program and whether changes in parent-child interaction were associated with parents' participation in the virtual Target Word program. A total of 40 children between 16 and 27 months of age who were identified as late-to-talk and their caregivers were assigned to a treatment or wait-list control group. Parent-child interactions were captured virtually using Zoom at four time points and measured using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO). Families completed book reading, pretend, and manipulative play tasks. While 16 of the 20 families in the treatment group completed the study, only 5 of the 20 families in the wait-list control group completed the entire study. Data were analyzed using a constrained longitudinal data analysis approach. Group differences in parent-child interactions were not statistically different at any time point. Further research is necessary to evaluate whether parent-child interactions are in fact impaired in late talkers, the psychometric properties of the PICCOLO for late talkers, and whether parent-child interactions may be assessed differently in virtual versus in-person environments. |
|---|---|
| ISSN: | 0265-6590 1477-0865 |
| DOI: | 10.1177/02656590251314720 |
