Impacts of a Parent-Implemented Language Intervention on Children's Language Development within Home Visiting

Autor/inn/en	Pentimonti, Jill; Shaw Attaway, Danielle; Harris Little, Michael; Holod, Aleksandra; Buysse, Virginia; Walker, Dale; Bigelow, Kathryn
Titel	Impacts of a Parent-Implemented Language Intervention on Children's Language Development within Home Visiting
Quelle	In: Infants and Young Children, 35 (2022) 4, S.285-302 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000224
Schlagwörter	Intervention; Parent Child Relationship; Home Visits; Comparative Analysis; Language Acquisition; Language Skills; Preschool Children; Scores; Program Effectiveness; Parents as Teachers; Educational Legislation; Equal Education; Federal Legislation; Disabilities; Low Income Groups; At Risk Persons; Race; Gender Differences; Federal Programs; Disadvantaged Youth; Communication Skills; Preschool Language Scale + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Hausbesuch; Sprachaneignung; Spracherwerb; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bildungsrecht; Schulgesetz; Bundesrecht; Handicap; Behinderung; Risikogruppe; Rasse; Abstammung; Geschlechterkonflikt; Benachteiligter Jugendlicher; Kommunikationsstil
Abstract	The purpose of this study was to conduct a pilot randomized controlled trial to evaluate the efficacy of an intervention for enhancing the language development of young children enrolled in home visiting programs. The participants were 59 children (18-30 months old) enrolled in one of three types of home visiting programs. Children's language skills were assessed pre- and post-intervention with the Preschool Language Scale. To estimate the impacts of the intervention on children's language scores, we conducted a two-level hierarchical linear model. Results from this model provide promising evidence for the benefits of using systematic parent-implemented language interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01