The Effect of a Questioning Training App to Teach Spanish Questions to Mothers of Dual Language Learners at Risk of Developmental Language Disorder

Abstract

This study will analyze data from a previous study that investigated the use of a parent training to promote vocabulary in DLLs at risk of DLD. The previous study collected data from six Spanish-speaking caregivers (mothers) from a bilingual (Spanish and English) early intervention program for children with DLD from northern Texas. Mothers had one child (3 and 5 years old) and did not participate before in a language training. Children were identified by the school therapists of being at risk of DLD since they were presenting with a language delay based on their initial language evaluation. For confidentiality all participants received a code (P1, P2, P3, P4, P5, and P6). The purpose of this research is to examine the functional relation between an app-based parent training and parent's use of the "questioning" strategy during shared book reading with children at risk of DLD.