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Published on: July 13, 2019
The feasibility of using a train-the-trainer model for vocabulary intervention for Spanish-exposed late talkers: A
Sarah Lynn Neiling1,2, Mary Alt2, Sarah R Cretcher2
1School of Education, University of Cincinnati, Cincinnati, OH, USA.
Purpose:
This study examined the feasibility of implementing an efficacious, statistically-based, word learning intervention, Vocabulary Acquisition and Usage for Late Talkers (VAULT), in a caregiver-implemented service delivery model primarily via telehealth with late talkers exposed to Spanish or Spanish and English. Caregivers were coached by professionals with experience supporting Latine1 families in early childhood development, but who were not speech-language pathologists. The aim was to explore the feasibility of train-the-trainer models.
Method:
Four caregiver-child pairs participated in a single-subject, multiple baseline design. Coaches trained caregivers who administered VAULT. Outcomes included fidelity to the coaching protocol, VAULT, social validity, and child expressive vocabulary.
Result:
Two caregivers completed the study, while two exited mid-treatment citing scheduling difficulties. Coaches demonstrated high fidelity with some variability to teach-model-coach-review and VAULT. Caregivers reached the target rate of nine models per minute on average, though with variability. VAULT had evidence of social validity, however there may have been too many required research-specific tasks. All children learned some treatment words and increased their expressive vocabulary.
Conclusion:
Fidelity varied by triad, indicating the need for more supports for consistency. Acceptability of VAULT was promising, however participant drop-out showed the need for fewer research activities or more supports.
