Parents' training: effects of the self‐help skills programme with Down's syndrome babies

Sanz, María Teresa Rosique; Menéndez, Javier

doi:10.1080/03004430802279918

Cited by 2 publications

(2 citation statements)

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“…These findings are not surprising, because all programs were focused on parent–child interaction (e.g., frequency and duration of parent–child interaction, parent responsiveness, the amount of language input and the use of strategies to support language) (Sanz & Menendez, ). In all programs, it seems that mothers learnt to be more responsive and less directive, which gave the child the possibility to communicate and use more vocal and verbal turns.…”

Section: Discussionmentioning

confidence: 99%

“…Parent‐implemented early language interventions aim to promote the language development of children with DD and to support the family during the critical years of language development (i.e., birth to 3 years of age). The rationale of these parent‐implemented language interventions is to teach parents how to interact with their child, how to meet their child's specific communication needs, and how to enhance their child's language development (Sanz & Menendez, ). Evidence suggests that the amount of parent–child interaction, degree of parent responsiveness, amount of language input, and the use of language support strategies are all positively associated with child language development (Roberts & Kaiser, ).…”

Section: Introductionmentioning

confidence: 99%

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Parent‐Implemented Language Interventions for Children with a Developmental Delay: A Systematic Review

Jongmans

Volman

et al. 2017

Policy Practice Intel Disabi

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Background: Young children with a developmental delay (DD) show significant delays in communication and language development. Although several parent-implemented language intervention programs have been developed to facilitate the communication and language abilities of children with a DD, no systematic review has examined the effects of these programs. Method: The literature search for this systematic review focused on parent-implemented early language interventions for children with a DD age 1-5 years. Searches were conducted in PubMed, Scopus, and Web of Science (search period 1974-2015). Level of evidence (levels I and II) as developed by the American Academy for Cerebral Palsy and Developmental Medicine (AACPDM) and study effectiveness were evaluated. Seven intervention studies met the inclusion criteria. Interventions comprised the Hanen Parent Program, Responsive Education/Prelinguistic Milieu Teaching, and Enhanced Milieu Teaching. A substantial proportion of children with a DD also had a diagnosis of Down syndrome (DS). Results: Five of the seven studies reported a significant effect of intervention on parent responsiveness, child communication, and aspects of language interactions (favoring intervention groups over control groups), but no studies reported significant effects of intervention on expressive language vocabulary. Conclusions: Intervention programs aimed at facilitating the communication and language development of children with a DD appear to improve a child's general communication abilities but have limited impact on expressive language development.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%