Parent-Implemented Versus Clinician-Directed Interventions for Late-Talking Toddlers: A Systematic Review of the Literature

Abstract

When providing clinical services for late talkers, determining an appropriate interventionist is a key early decision. Although researchers have noted the effectiveness of parent-implemented interventions for some populations, few have specifically addressed late talkers. Late talkers are of considerable interest to early service providers and parents due to limited evidence-based intervention components with this population and the notion that early language deficits are significant risk factors for many disorders. The present study purpose is to describe general features of current research and ascertain intervention providers’ effectiveness. A systematic literature review resulted in eight studies reporting on seven data sets ( N = 175 participants). Findings indicate treatment provided by either parents or clinicians can improve late talkers’ communication skills. Parent-implemented intervention emerged as potentially more effective than clinician-directed service provision based on outcome measures of targeted skills following treatment dosage. Factors limiting generalization of these findings should be addressed in future investigations.

Teaching shape bias to increase the expressive vocabularies of late talkers

“…Outcome measures vary across studies and include target vs. non-target word production [18], expressive vocabulary test scores [19], general language test scores [20], spontaneous language sample measures such as MLU [21], parents' reports of communication and language skills [22], and changes in parents' language interactions [23] 1) . The results from more than 25 studies trend in a positive direction, despite notable variability in children's performances within and across studies using similar measures [5,24].…”

Exploring Input Parameters in an Expressive Vocabulary Treatment With Late Talkers

“…There is evidence that word-learning interventions are generally effective at improving expressive language outcomes for late-talking toddlers (DeVeney, Hagaman, & Bjornsen, 2017). A systematic review of word-learning interventions for late-talking toddlers found positive treatment effects across multiple studies for scores on formal language assessments, mean length of utterance, and the production of specific target words (Cable & Domsch, 2011).…”

Evidence based pathways to intervention for children with language disorders

“…For pre-school children this is often via parents and for school-aged children via education staff. Systematic reviews and meta-analyses of SLT interventions with preschool children (Roberts and Kaiser 2011, DeVeney et al 2017, Tosh et al 2017, Lawler et al 2013 suggest that parental delivery of individualized intervention can lead to improved speech and language skills for children with expressive language difficulties, including those with intellectual disabilities. Roberts and Kaiser (2011) reported that the majority of studies analyzed found larger effect sizes for expressive relative to receptive language and indeed expressive language was the focus of most parent implemented intervention.…”