Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis

Autor/inn/en	Justice, Laura M.; Chen, Jing; Jiang, Hui; Tambyraja, Sherine; Logan, Jessica
Titel	Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis
Quelle	In: Journal of Autism and Developmental Disorders, 50 (2020) 5, S.1668-1682 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-03925-1
Schlagwörter	Intervention; Literacy Education; Evidence Based Practice; Language Impairments; Family Environment; Preschool Children; Parent Child Relationship; Reading Materials; Dropouts; Family Income; Behavior Change; Child Behavior; Incentives; Parents as Teachers + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Familienmilieu; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Familieneinkommen; Anreiz
Abstract	This study examined implementation of an evidence-based home reading program by caregivers of children with language impairment. Caregivers received materials and supports to read with their children for 15 weeks, four times weekly; in total, 128 caregivers were enrolled. Survival analysis showed that 55% of caregivers completed the program, and the majority of dropouts did so early in the intervention. Mulitnominal logistic regression results showed that dropout was associated with household income, child literacy skills, and receipt of behavior-change techniques by caregivers, especially financial incentives (50 cents per book reading). Results may advance the science of implementation in the area of early childhood disability and could provide suggestions to improve caregivers' effectiveness in implementing interventions to their children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01