Teaching Spanish-Speaking Caregivers to Implement "EMT en Español": A Small Randomized Trial

Autor/inn/en	Peredo, Tatiana Nogueira; Mancilla-Martinez, Jeannette; Durkin, Kelley; Kaiser, Ann P.
Titel	Teaching Spanish-Speaking Caregivers to Implement "EMT en Español": A Small Randomized Trial
Quelle	58 (2022), S.208-219 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Peredo, Tatiana Nogueira) ORCID (Mancilla-Martinez, Jeannette) ORCID (Durkin, Kelley) ORCID (Kaiser, Ann P.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
Schlagwörter	Program Effectiveness; Spanish Speaking; Low Income Groups; Language Impairments; Vocabulary Development; Intervention; Preschool Children; Parent Role; Parent Attitudes; Individual Characteristics; Culturally Relevant Education; Language Skills; Language Acquisition; Mothers; Family Involvement; Leiter International Performance Scale + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parental role; Elternrolle; Elternverhalten; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Mother; Mutter
Abstract	The primary purpose of this study was to examine the effects of using the Teach-Model-Coach-Review approach to teach Spanish-speaking caregivers from low-income households to implement "EMT en Español" with their young children with language delays. A secondary purpose was to explore the effects of the caregiver-implemented intervention on children's vocabulary. A final and more exploratory goal was to gain insight into caregivers' perceptions of the intervention. 21 caregiver-child dyads participated in the intent-to-treat randomized control trial. Their children were 30-43 months old with language delays. Dyads were randomly assigned to receive 24 caregiver training sessions delivered at home in Spanish or a wait list control group. Pre, post and 3-month follow assessments included observational measures of caregiver-child interactions and child standardized vocabulary assessments. Caregivers completed surveys rating their perception of the intervention. Caregivers in the intervention group had significantly higher percentages of matched turns, expansions, and targets at post-assessment and of expansions and targets at follow-up compared to the control group. Overall, children in the intervention condition had significantly higher receptive vocabulary scores and performed better than children in the control condition on observational measure of their lexical diversity, with moderate effect sizes for most outcomes. Caregivers perceived the intervention as effective and culturally appropriate. Teach-Model-Coach-Review is effective in increasing Spanish-speaking caregivers' use of "EMT en Español" strategies with their young children with language delays. The intervention also appears to be effective for child vocabulary outcomes and acceptable to caregivers. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01