A Parent-Implemented Language Intervention for Late Talkers

An Exploratory Study on Low-Risk Preterm and Full-Term Children

Datos Bibliográficos

ID15464926
AutoresMariagrazia Zuccarini (0000-0002-8138-9729, University of Bologna), Chiara Suttora (0000-0001-9967-1899, University of Bologna), Arianna Bello (0000-0001-5046-7678, Roma Tre University), Arianna Aceti (0000-0001-9274-985X, IRCCS Azienda Ospedliero-Universitaria di Bologna Policlinico di Sant'Orsola), Luigi Corvaglia (0000-0002-8119-7743, IRCCS Azienda Ospedliero-Universitaria di Bologna Policlinico di Sant'Orsola), María Cristina Caselli (0000-0003-3460-0170, Institute of Cognitive Sciences and Technologies), Annalisa Guarini (0000-0002-3739-2162, University of Bologna, autor de correspondencia), Alessandra Sansavini (0000-0002-1991-9864, University of Bologna, autor de correspondencia)
Año2020
Volumen17
Número23
Páginas9123-9123
Fecha de publicación2020-12-07
Open AccessSí
TipoARTICLE
RevistaInternational Journal of Environmental Research and Public Health (JOURNAL)
Identificadores de la revistaISSN: 1661-7827 • E-ISSN: 1660-4601
EditorialMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph17239123
PMID33297374
OpenAlexW3112226755
IdiomaEN
Citas recibidas4
Referencias citadas41

Parent-implemented language interventions have been used for children with expressive language delays, but no study has yet been carried out using this intervention for low-risk preterm children. The current study examined the effect of a parent-implemented dialogic book reading intervention, determining also whether the intervention differently impacted low-risk preterm and full-term children. Fifty 31-month-old late talkers with their parents participated; 27 late talkers constituted the intervention group, and 23 constituted the control group. The overall results indicated that more children in the intervention group showed partial or full recovery of their lexical expressive delay and acquired the ability to produce complete sentences relative to the control group. Concerning full-term late talkers, those in the intervention group showed a higher daily growth rate of total words, nouns, function words, and complete sentences, and more children began to produce complete sentences relative to those in the control group. Concerning low-risk preterm late talkers, children in the intervention group increased their ability to produce complete sentences more than those in the control group. We conclude that a parent-focused intervention may be an effective, ecological, and cost-effective program for improving expressive lexical and syntactic skills of full-term and low-risk preterm late talkers, calling for further studies in late talkers with biological vulnerabilities

Audiology · Developmental psychology · Expressive language · Full Term · Intervention (counseling · Language development · Language impairment · Linguistics · Psychiatry · Psychological intervention · Reading (process · Family and Disability Support Research · Infant Development and Preterm Care · Language Development and Disorders · Medicine · Psychology

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