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Related Experiment Videos

Two alternative program models for serving speech-disordered preschoolers: a second year follow-up.

W D Eiserman1, C Weber, M McCoun

  • 1University of West Florida.

Journal of Communication Disorders
|April 1, 1992
PubMed
Summary
This summary is machine-generated.

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Parents can effectively lead early intervention for speech disorders. A home parent training program yielded results comparable to clinic-based services, with better social and adaptive skills outcomes.

Area of Science:

  • Speech-Language Pathology
  • Developmental Psychology
  • Health Economics

Background:

  • Early intervention is crucial for preschoolers with speech disorders.
  • The roles of parents and speech-language pathologists (SLPs) in early intervention require clarification.
  • Comparing parent-led versus clinician-led intervention models is essential for optimizing outcomes and resource allocation.

Purpose of the Study:

  • To longitudinally compare the costs and effects of a home parent training program versus a clinic-based, low parent involvement program for speech-disordered preschoolers.
  • To determine the appropriate roles for parents and SLPs in early intervention services.
  • To assess the long-term efficacy and cost-effectiveness of different early intervention delivery models.

Main Methods:

Related Experiment Videos

  • Longitudinal comparison of two intervention programs: home parent training and clinic-based.
  • Speech and language functioning, general development, personal/social skills, and adaptive behavior were assessed.
  • Cost analysis was conducted, excluding the value of parent time.
  • Follow-up testing occurred immediately after intervention and one year later.

    • Main Results:

    • The home parent training group performed comparably to the clinic-based group on speech, language, and general development measures.
    • The home parent training group showed significantly better outcomes in personal/social skills and adaptive behavior.
    • Excluding parent time, program costs were not significantly different between the two models.

    Conclusions:

    • Parents can be effectively trained to deliver primary early intervention services for speech-disordered preschoolers.
    • Home-based parent training programs are a viable and effective alternative to traditional clinic-based services.
    • SLPs should be trained to collaborate with parents, empowering them as key partners in early intervention.