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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 0000-0001-9398-2282), Sheila T. F. Moodie, Olivia Daub, Cindy Earle, Barbara Jane Cunningham
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
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  Data: Exploring Parent-Child Interactions during a Parent-Implemented Language Intervention for Children Who Are Late-to-Talk
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Kathryn+Hatherly%22">Kathryn Hatherly</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9398-2282">0000-0001-9398-2282</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sheila+T%2E+F%2E+Moodie%22">Sheila T. F. Moodie</searchLink><br /><searchLink fieldCode="AR" term="%22Olivia+Daub%22">Olivia Daub</searchLink><br /><searchLink fieldCode="AR" term="%22Cindy+Earle%22">Cindy Earle</searchLink><br /><searchLink fieldCode="AR" term="%22Barbara+Jane+Cunningham%22">Barbara Jane Cunningham</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Child+Language+Teaching+and+Therapy%22"><i>Child Language Teaching and Therapy</i></searchLink>. 2025 41(1):30-46.
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  Data: 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
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  Data: Y
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink><br /><searchLink fieldCode="DE" term="%22Parents+as+Teachers%22">Parents as Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Delayed+Speech%22">Delayed Speech</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Education%22">Parent Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Manipulative+Materials%22">Manipulative Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Instruction%22">Speech Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 10.1177/02656590251314720
– Name: ISSN
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  Data: 0265-6590<br />1477-0865
– Name: Abstract
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  Data: 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.
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  Data: 2025
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        Value: 10.1177/02656590251314720
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      – Text: English
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    Subjects:
      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Parents as Teachers
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      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Delayed Speech
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