The It Takes Two to Talk® – The Hanen Program® for Parents: impacts on child behaviour and social-emotional functioning

Rose, Tanya; Scarinci, Nerina; Meyer, Carly; Harris, Stephanie; Forsingdal, Shareen; Anger, Narelle; Webb, Kylie

doi:10.1080/2050571x.2019.1622832

Cited by 8 publications

(2 citation statements)

References 32 publications

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“…In this study, in comparison with the 8 sessions (and 3 individual visits) of ITTT, the clinician-directed therapy involved a substantially greater amount of sessions (more than double in the four months of intervention), which implies greater financial costs for the families and more time investment for the speech-language pathologists, who usually have heavy caseloads. In another vein, recent research has revealed the effects of the program on children's overall social-emotional functioning [62], which strengthens the empirical support for this approach.…”

Section: Discussionsupporting

confidence: 53%

Parent-Implemented Hanen Program It Takes Two to Talk®: An Exploratory Study in Spain

Senent-Capuz

Baixauli-Fortea

Moret-Tatay

2021

IJERPH

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Parent-implemented interventions are a highly common approach for enhancing communication and linguistic abilities of late talkers, involving a population that shows a small expressive vocabulary in the absence of other deficits that could explain it. This study aimed to compare the outcomes of a parent-implemented language intervention, It Takes Two to Talk®—The Hanen Program® for Parents (ITTT), to a clinician-directed therapy. Participants were 17 families and their late-talking children: 10 families took part in ITTT and 7 in the clinician-directed modality. The outcomes in the social communication domain were more favorable for the ITTT group, but there were no significant differences between groups as regards vocabulary and syntax. In terms of parents, the research focused on examining if there were significant changes in parents’ stress and their perceptions of their children’s communication abilities. No differences were observed in the level of stress. In contrast, the group that received the ITTT program significantly altered their perceptions of their children’s communication difficulties in comparison with the clinician-directed therapy. These results have implications in the clinical management of late-talking children, and they are discussed in terms of evidence-based practice.

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Section: Discussionsupporting

confidence: 53%

Parent-Implemented Hanen Program It Takes Two to Talk®: An Exploratory Study in Spain

Senent-Capuz

Baixauli-Fortea

Moret-Tatay

2021

IJERPH

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“…But it is already worth noting here that there is no expectation that widespread access to high quality, expert-led language interventions (as might be offered to a middle class family, e.g. Rose et al, 2020) is the solution. Instead, research seeks to narrow down the precise reasons for deficiencies in mothers’ interactions (Rowe, 2018), or offers intervention programmes specifically designed to respond to large demand within low socioeconomic populations (Knight-McKenna et al, 2022).…”

Section: Policing Families Schooling Mothersmentioning

confidence: 98%

Regimes of motherhood: Social class, the word gap and the optimisation of mothers’ talk

Allen

Spencer

2022

The Sociological Review

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The role of working class mothers’ talk in explaining their child’s ‘impoverished’ language development and the resulting ‘word gap’ between social classes is hotly debated. Academic research in this area spans decades, crosses continents, and gathers up a wide range of disciplines and positions, ranging from research seeking to intervene in and optimise mothers’ talk, to research that vigorously criticises any attempt to do so. Through an extended analysis of Jacques Donzelot’s seminal study The Policing of Families, and Michel Foucault’s concept of a ‘regime of truth’, we explore how motherhood is constructed by academic debate as something to be endlessly optimised. Academic debate functions by (1) reducing expectations concerning the role and remit of experts so as to place the onus on mothers to implement findings which the former will facilitate, (2) complicating the contributing factors to language delay, thus avoiding apportioning blame too directly whilst giving endless cause to do further research, and (3) committing mothers to a permanent labour in which they are expected to better themselves as measured by the manifest language development of their children. Its strongest critics remain within the constraints of this regime of truth to the extent that they argue for humility of expertise, for recognition of broader sociocultural factors, and for the importance of privileging the expertise and agency of mothers. This article considers how all parties are, in effect, obliged to declare the truth of motherhood and will find themselves implicated in its governance.

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Collaboration Between Child Play Therapy and Speech-Language Pathology: Case Reports of a Novel Language and Behavior Intervention

Loeb

Davis

Lee

2021

Am J Speech Lang Pathol

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Purpose It has been well documented that a significant number of children with developmental language disorders (DLDs) also exhibit challenging behaviors. In this study, a new intervention (Play and Language [PAL]) was developed through a research collaboration between a speech-language pathologist and a play therapist. The purpose of this clinical focus article is to describe child play therapy techniques and how these, along with early language intervention techniques, may positively impact preschool children's general communication and behavior. Method Students in a communication sciences and disorders program were trained to use a combination of child therapy techniques and language facilitation procedures in the PAL approach. Five preschool children, who displayed DLD and challenging behaviors, participated in a 2-week daily intensive intervention. Pre- and postintervention data for general communication and behavior skills were collected through parent report and language sample data. Student clinician and parent surveys were collected to assess the feasibility of conducting the new intervention and the parent-observed outcomes and satisfaction. Results A majority of the children who participated in the study increased their intelligibility and number of different words. Fewer than half increased their sentence length. These same children decreased their challenging behaviors, with 11 of 14 behaviors being reduced to normal levels. All parents reported satisfaction with their child's results. In addition, students trained to provide the intervention reported high levels of satisfaction with the training to implement PAL and that they were confident in providing the intervention techniques. Conclusion Together, our exploratory data provide preliminary and limited evidence that combining play therapy and language facilitation techniques may improve general communication skills and decrease challenging behaviors within the same intervention. Supplemental Material https://doi.org/10.23641/asha.16840459

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The It Takes Two to Talk® – The Hanen Program® for Parents: impacts on child behaviour and social-emotional functioning

Cited by 8 publications

References 32 publications

Parent-Implemented Hanen Program It Takes Two to Talk®: An Exploratory Study in Spain

Parent-Implemented Hanen Program It Takes Two to Talk®: An Exploratory Study in Spain

Regimes of motherhood: Social class, the word gap and the optimisation of mothers’ talk

Collaboration Between Child Play Therapy and Speech-Language Pathology: Case Reports of a Novel Language and Behavior Intervention

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