Project parent: a preschool speech program implemented through parents.

Area of Science:

• Speech-Language Pathology
• Developmental Psychology
• Childhood Education

Background:

• Phonological skills are crucial for effective communication.
• Parental involvement can significantly impact child development.
• Previous research highlights the potential of parent-mediated interventions.

Purpose of the Study:

• To evaluate the effectiveness of parents as teachers of speech production skills.
• To compare phonological skill changes with and without parental intervention.
• To assess the impact of a structured parent-teaching program.

Main Methods:

• Twenty children (4-5 years old) participated, divided into experimental and contrast groups.
• Parents in the experimental group received weekly training on modeling, reinforcement, and teaching techniques.
• Progress was monitored weekly, with defined goals and materials provided.

Main Results:

• Children in the experimental group demonstrated significant improvements in speech production skills.
• These gains were observed both within individual children and across the group.
• The contrast group, receiving no intervention, did not show comparable improvements.

Conclusions:

• Parents can be effectively trained to teach speech production skills.
• Parental teaching significantly enhances children's phonological development.
• This approach offers a viable strategy for early speech intervention.