Parent training program in facilitating vocabulary in children with language delays: the Nantou area example

• Main Authors: Hsieh, Mei-Fang, 謝玫芳
• Other Authors: Dr. Pao-chuan Torng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/57322701606250156473

碩士 === 國立臺北護理健康大學 === 聽語障礙科學研究所 === 99 === To date, empirical studies of parent training program that applied focused stimulation strategy have demonstrated its effectiveness in teaching vocabulary to children with language delays. But, more evidence-based data is required to support the application of this intervention program in the rural area. This pilot study, therefore, aims to investigate the effects of “Parent Training Program” in facilitating vocabulary in children with language delays in the rural area at Nantou County. Subjects were 22 children, aged from 3;1 to 4;9, and their mothers. Eleven mother-child dyads who participated in this intervention program were assigned as experimental group, and others in the control group. In the experimental group, 6 mother-child dyads were trained with focused stimulation strategy and 5 mother-child dyads were trained with parent-child interaction skills. A total of 6 therapy sessions was programmed to conduct for each mother-child dyads. Activities related with mother-child interaction strategies and skills were scheduled for 45 minutes each session. Results indicated that no significant differences were found between the experimental and control groups at posttest for three standardized language measures. However, children in the experimental group made more progress on Picture Naming Test at posttest. That is, children in the mother-child dyads trained with focused stimulation strategy showed better expressive vocabulary outcomes on parent report measures, language sample analysis, and scores on Picture Naming Test. As a whole, findings support that “Parent Training Program” can facilitate vocabulary in children with language delays. More specifically, “Parent Training Program” in the rural area is crucial in early intervention for children with special language needs.