Language Production in Children With and At Risk for Delay: Mediating Role of Parenting Skills

Garcia, Dainelys; Bagner, Daniel M.; Pruden, Shannon M.; Nichols‐Lopez, Kristin

doi:10.1080/15374416.2014.900718

Cited by 46 publications

(29 citation statements)

References 65 publications

(68 reference statements)

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“…Finally, we did not consider other potential mechanisms by which the intervention may lead to improvements in infant language production. For example, mothers are taught to reflect infant vocalizations during the intervention, which has been shown to play a role in the improvement of child language (Garcia, Bagner, Pruden, & Nichols-Lopez, 2015), and thus should be examined in future research.…”

Section: Discussionmentioning

confidence: 99%

Direct and Indirect Effects of Behavioral Parent Training on Infant Language Production

2016

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Given the strong association between early behavior problems and language impairment, we examined the effect of a brief home-based adaptation of Parent–child Interaction Therapy on infant language production. Sixty infants (55% male; mean age 13.47 ± 1.31 months) were recruited at a large urban primary care clinic and were included if their scores exceeded the 75th percentile on a brief screener of early behavior problems. Families were randomly assigned to receive the home-based parenting intervention or standard pediatric primary care. The observed number of infant total (i.e., token) and different (i.e., type) utterances spoken during an observation of an infant-led play and a parent-report measure of infant externalizing behavior problems were examined at pre- and post-intervention and at 3- and 6-month follow-ups. Infants receiving the intervention demonstrated a significantly higher number of observed different and total utterances at the 6-month follow-up compared to infants in standard care. Furthermore, there was an indirect effect of the intervention on infant language production, such that the intervention led to decreases in infant externalizing behavior problems from pre- to post-intervention, which, in turn, led to increases in infant different utterances at the 3- and 6-month follow-ups and total utterances at the 6-month follow-up. Results provide initial evidence for the effect of this brief and home-based intervention on infant language production, including the indirect effect of the intervention on infant language through improvements in infant behavior, highlighting the importance of targeting behavior problems in early intervention.

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Section: Discussionmentioning

confidence: 99%

Direct and Indirect Effects of Behavioral Parent Training on Infant Language Production

2016

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“…Structural equation modeling (SEM) was used to test the proposed mediation model, with intervention group predicting behaviorally based parenting skills at postintervention and behaviorally based parenting skills predicting attachment-based caregiving behaviors and 3- and 6-month follow-ups. Consistent with previous research (Garcia, Bagner, Pruden, & Nichols-Lopez, 2015), do and don’t skills were treated as continuous variables because the means were highly variable. SEM allows for a more appropriate test of mediation than regression because it does not a priori assign variables as a cause or effect, and thus permits an appropriate framework for testing a theory-driven conceptual model (MacKinnon & Fairchild, 2009).…”

Section: Methodsmentioning

confidence: 91%

Behavioral Parent Training in Infancy: What About the Parent–Infant Relationship?

Blizzard

Barroso

Ramos

et al. 2017

Journal of Clinical Child & Adolescent Psychology

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Behavioral parent training (BPT) and attachment interventions have demonstrated efficacy in improving outcomes for young children. Despite theoretical overlap in these approaches, the literature has evolved separately, particularly with respect to outcome measurement in BPT. We examined the impact of the Infant Behavior Program (IBP), a brief home-based adaptation of Parent–Child Interaction Therapy, on changes in attachment-based caregiving behaviors (sensitivity, warmth, and intrusiveness) at postintervention and 3- and 6-month follow-ups during a videotaped infant-led play. Sixty mother–infant dyads were randomly assigned to receive the IBP (n = 28) or standard care (n = 30). Infants were an average age of 13.52 months and predominately from ethnic or racial minority backgrounds (98%). We used bivariate correlations to examine the association between attachment-based caregiving behaviors and behaviorally based parenting do and don’t skills and structural equation modeling to examine the direct effect of the IBP on attachment-based caregiving behaviors and the indirect effect of behaviorally based parenting skills on the relation between intervention group and attachment-based caregiving behaviors. Behaviorally based parenting do and don’t skills were moderately correlated with attachment-based caregiving behaviors. Results demonstrated a direct effect of the IBP on warmth and sensitivity at postintervention and 3- and 6-month follow-ups. The direct effect of the IBP on warmth and sensitivity at the 3- and 6-month follow-ups was mediated by increases in parenting do skills at postintervention. Findings suggest that behaviorally based parenting skills targeted in BPT programs have a broader impact on important attachment-based caregiving behaviors during the critical developmental transition from infancy to toddlerhood.

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“…Early intervention may be beneficial both for language and speech, as well as for other symptoms that may accompany. In the treatment of language and speech, attention should also be paid to the mother-child interaction (23,46). Improving child-centered communication of the parent has been shown to have positive effects on both the receptive and the expressive language (55).…”

Section: Discussionmentioning

confidence: 99%

Relation of language features with maternal depression, family functioning, and digital technology usage in children with developmental language delay–comparison with healthy controls

Özyurt¹,

Elikucuk²

2017

Dusunen Adam

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Relation of language features with maternal depression, family functioning, and digital technology usage in children with developmental language delay-comparison with healthy controlsObjective: Language and communication are very important in the social, emotional and cognitive development of children. Developmental language delay (DLD) is one of the most frequent developmental problems. This study aims to evaluate and compare language profiles between children diagnosed with DLD and healthy controls. The relation between language development and maternal depression, family functioning, and digital device usage is also evaluated. Method: Eighty-eight children diagnosed with DLD and 92 healthy controls with no developmental delay or chronic diseases attending other policlinics were included in the study. All the children were in the 24-72 months age interval. Test of Early Language Development was used to evaluate language profiles; the Beck Depression Inventory was used to examine maternal depression; and the McMaster Family Assessment Device was used to evaluate family functioning. The researchers prepared a questionnaire to assess the subjects' digital device usage. Results: The sociodemographic features of the groups were similar. Statistically significant differences were found in all language subscales between groups. Maternal depression level in the DLD group was higher than that of the control group. There were more problems in family functioning in the DLD group than among the controls. Digital technology usage and non-supervised digital technology usage were more than in the control group. Conclusion: Early intervention in DLD is very important. Incorporating mothers in the treatment process, evaluating maternal mental health and informing them about digital technology usage may provide positive results for children diagnosed with DLD. Keywords: Developmental language delay, digital technology usage, family functioning, maternal depression ÖZET Gelişimsel dil gecikmesi tanısı olan çocuklarda dil özelliklerinin teknolojik alet kullanmaları, aile işlevselliği, anne depresyonu ile ilişkisi ve sağlıklı kontrollerle karşılaştırılması Amaç: Çocukların duygusal, sosyal ve bilişsel gelişiminde dil ve iletişimin önemi çok büyüktür. Gelişimsel dil gecikmesi (GDG) çocukluk döneminin en sık görülen gelişimsel sorunlarından biridir. Bu çalışmada GDG tanılı çocukların dil profillerini incelemek ve kontrollerle karşılaştırmak amaçlanmıştır. Dil gelişimi ile annenin depresyonu, aile işlevselliği ve çocukların dijital alet kullanım özellikleri arasındaki ilişki de değerlendirilmiştir. Yöntem: Yaşı 24-72 ay arasında olan ve gelişimsel dil gecikmesi olan 88 çocuk olgu grubu olarak ve gelişimsel gecikmesi veya kronik hastalığı olmayan ve diğer polikliniklere başvuran 92 çocuk kontrol grubu olarak çalışmaya alınmıştır. Dil becerilerini ölçmek için Türkçe Erken Dil Gelişim Testi, annelerin depresyon düzeyini ölçmek için Beck Depresyon Ölçeği ve aile işlevselliğini değerlendirmek için McMaster Aile Değerlendirme Ölçe...

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Language Production in Children With and At Risk for Delay: Mediating Role of Parenting Skills

Cited by 46 publications

References 65 publications

Direct and Indirect Effects of Behavioral Parent Training on Infant Language Production

Direct and Indirect Effects of Behavioral Parent Training on Infant Language Production

Behavioral Parent Training in Infancy: What About the Parent–Infant Relationship?

Relation of language features with maternal depression, family functioning, and digital technology usage in children with developmental language delay–comparison with healthy controls

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