Effects of Parent-based Video Home Training in children with developmental language delay

Abstract

An efficacy study of an indirect or Parent-based intervention programme involving Video Home Training (PVHT) was conducted with a focus on parental strategies to (re-)establish coherence in conversations between young children with Developmental Language Delay (DLD) and their parents or caregivers. In order to assess the efficacy of the PVHT programme, linguistic and conversational coherence outcomes were compared to those for a Direct Child language Intervention (DCI) programme. A randomized controlled group design with follow-up measures was used: there were 11 children with their parents in the PVHT group and 11 children with their parents in the DCI group. Compared to the DCI programme the PVHT programme showed significant short-term and long-term effects on mean length of utterance, grammar, language comprehension and conversational coherence at post-treatment and follow-up. The results are discussed in light of previous studies, VHT and the PVHT-focus on parental training of strategies to create conversational coherence.

Parent-implemented home therapy programmes for speech and language: a systematic review

“…() and van Balkom et al . () reported better clinical outcomes for HP than TT for mean length of utterance (MLU) and other measures of language.…”

“…, van Balkom et al . ) met most criteria, but the authors were unable to determine conclusively if the interventions were implemented by SLTs. However, the described interventions were considered within the scope of practice for an SLT and the articles inferred likely SLT delivery of interventions by the use of terms such as ‘therapist’ and ‘speech and hearing centre’; therefore, these articles were also included, taking the total number of included articles to 11.…”

Inequalities in the provision of paediatric speech and language therapy services across London boroughs

“…, Van Balkom et al . , Falkus et al . ) and with children in the early school years (Dockrell et al .…”

Training Parents of Children with Intellectual Disabilities: Trends, Issues, and Future Directions

“…Accordingly, it is not surprising that the majority of parent education studies have used a combination of these components to train parents of children with IDD. Less frequently reported, but promising delivery methods, have included video modeling [79], self-instruction [80], and video teleconferencing [81][82][83][84]. These approaches are considered attractive service delivery models because they can be cost efficient (e.g., video models may be provided free online) and/or reduce logistical complications inherent in one-on-one inperson training models (delayed feedback being more easily provided than immediate feedback).…”