Community-based early intervention for language delay: a preliminary investigation
Natalie Ciccone1, Neville Hennessey, Stephanie F Stokes
1School of Psychology and Social Science, Edith Cowan University, Perth, Australia. n.ciccone@ecu.edu.au
Insights
This parent-focused early intervention (PFEI) significantly improved child language skills and parent-child interactions. The program demonstrated effective strategies for children experiencing language delays.
Area of Science:
- Speech-language pathology
- Developmental psychology
- Early childhood education
Background:
- A parent-focused early intervention (PFEI) program was developed for children with delayed language development.
- The program integrated current research evidence within clinical resource limitations.
- It was delivered by a speech-language pathologist and students at a primary school.
Purpose of the Study:
- To evaluate the impact of the PFEI program on child language development.
- To assess changes in parent-child interactions following the intervention.
Main Methods:
- Eighteen parents and children participated in six weekly group sessions.
- Parents received strategies to enhance language learning in daily routines.
- Pre- and post-intervention assessments measured vocabulary size and parent-child interaction.
Main Results:
- Significant increases in parent-child communicative interactions were observed.
- Children showed significant improvements in expressive vocabulary and language skills.
- The intervention yielded large effect sizes.
Conclusions:
- The PFEI program demonstrated positive outcomes for children at risk of language delay.
- Findings support the effectiveness of this intervention strategy.
- The study contributes evidence for effective service delivery models.
Background:
A trial parent-focused early intervention (PFEI) programme for children with delayed language development is reported in which current research evidence was translated and applied within the constraints of available of clinical resources. The programme, based at a primary school, was run by a speech-language pathologist with speech-language pathology students.
Aim:
To investigate the changes in child language development and parent and child interactions following attendance at the PFEI.
Methods & Procedures:
Eighteen parents and their children attended six, weekly group sessions in which parents were provided with strategies to maximize language learning in everyday contexts. Pre- and post-programme assessments of vocabulary size and measures of parent-child interaction were collected.
Outcome & Results:
Parents and children significantly increased their communicative interactions from pre- to post-treatment. Children's expressive vocabulary size and language skills increased significantly. Large-effect sizes were observed.
Conclusions & Implications:
The positive outcomes of the intervention programme contribute to the evidence base of intervention strategies and forms of service delivery for children at risk of language delay.
