Effects of Parent Training with Children who are Late TalkersShow full item record
Title | Effects of Parent Training with Children who are Late Talkers |
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Author | Ingle, Ashton |
Date | 2016 |
Abstract | The purpose of this study was to evaluate how (a) directly training a mother on language stimulation techniques affects the mothers' language input behaviors, (b) directly training a father on language stimulation techniques affects mothers' language input behaviors, and (c) how directly training mothers and fathers changes a late-talking child's vocabulary growth rate and expressive vocabulary usage. A 38-month-old late-talking child and both of his parents participated in a 10-week intervention involving parent training on language stimulation. The primary dependent variable was strategy implementation measured through analyzing bi-weekly video play sessions. The secondary dependent variable was the child's expressive language measured by mean length of utterance (MLU), number of words used in play, adult word count and number of child vocalizations. Findings revealed a change in trend in the mother's implementation of language strategies directly taught to her. There was not a functional relationship between training the father on language input strategies and the mother's behavior. The child's MLU, number of words used in play, and number of conversational turns all increased throughout the study. Although further research in family dynamics and parent training is needed, the findings suggest that parent training is an effective type of therapy to increase the expressive language of late talkers. |
Link | https://repository.tcu.edu/handle/116099117/11428 |
Department | Communication Sciences and Disorders |
Advisor | Lund, Emily |
Additional Date(s) | 2016-05-19 |
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- Undergraduate Honors Papers [1362]
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