Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes and Working Memory for Late-Talking Toddlers

Autor/inn/en	Buschmann, Anke; Multhauf, Bettina; Hasselhorn, Marcus; Pietz, Joachim
Titel	Long-Term Effects of a Parent-Based Language Intervention on Language Outcomes and Working Memory for Late-Talking Toddlers
Quelle	In: Journal of Early Intervention, 37 (2015) 3, S.175-189 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815115609384
Schlagwörter	Intervention; Language Skills; Language Acquisition; Memory; Expressive Language; Phonology; Comprehension; Comparative Analysis; Young Children; Program Effectiveness; Parent Education; Toddlers; Short Term Memory; Randomized Controlled Trials; Pretests Posttests; Foreign Countries; Parent Role; Vocabulary; Scores; German; Infants; Child Development; Questionnaires; Intelligence Tests; Statistical Analysis; Germany; Kaufman Assessment Battery for Children; Bayley Scales of Infant Development + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Gedächtnis; Fonologie; Verstehen; Verständnis; Frühe Kindheit; Parents education; Elternbildung; Elternschule; Infant; Infants; Toddler; Kleinkind; Kurzzeitgedächtnis; Ausland; Parental role; Elternrolle; Wortschatz; Deutscher; Toddlers; Kindesentwicklung; Fragebogen; Intelligence test; Intelligenztest; Statistische Analyse; Deutschland
Abstract	A randomized control intervention study was conducted to evaluate the effects of the highly structured Heidelberg Parent-Based Language Intervention (HPLI). The outcomes of 43 children (n = 23 intervention, n = 20 control) who had been identified as late talkers during routine developmental check-ups carried out in pediatric practices at the age of 2 years were examined at 4 years 3 months of age. To address these results, we used standardized instruments to assess language and memory performance. At the age of 4 years, expressive language abilities did not differ as a function of the early language intervention. Results in language comprehension, phonological memory, and episodic buffer were significantly better in the intervention group than in the control group. These findings demonstrate the long-term effectiveness of the parent-based language intervention HPLI, and have practical implications for dealing with children with specific expressive language disorder (SELD). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01