Department of Human Sciences-Psychology Area, University of Verona, Verona, Italy.
Child Neuropsychiatry Department, ASL3 Bassano, Bassano del Grappa, Italy.
Int J Lang Commun Disord. 2019 Jul;54(4):565-579. doi: 10.1111/1460-6984.12460. Epub 2019 Feb 7.
The regular practice of shared book reading (SBR) at home may play a key role in fostering the linguistic development of children with developmental language disorder (DLD). However, more evidence is needed of the benefits of home-based SBR interventions on the parents' conversational strategies and on the communicative and linguistic production of children with DLD.
To examine the impacts of a parent-based SBR intervention on the parent's use of conversational strategies, and on the engagement, conversational participation and linguistic production of Italian-speaking children with DLD. The mothers trained in the use of SBR strategies were expected to increase their use of these strategies. The children were expected to show gains in their level of engagement and conversational participation during SBR; in turn, moderate increments of the indices of language production were expected.
METHODS & PROCEDURES: Thirty-two preschool children with DLD participated in the study; all were receiving speech language therapy. Using a non-randomized pre-post-test control trial, 20 mother-child dyads implemented an 8-week SBR programme (the SBR intervention group), while 12 dyads acted as a comparison group. Based on the 'dialogic reading' method, eight verbal and non-verbal SBR strategies were employed during individual and small-group parent training sessions. Speech-language therapists were involved in the individual parent training sessions to provide suggestions focused on the specific characteristics of each mother-child dyad. Measures of parents' intervention strategies, children's engagement, conversational participation and oral language were included.
OUTCOMES & RESULTS: At post-test, mothers in the SBR intervention group used three of the eight SBR strategies-Shared Book Handling, Captivating Talking, and Utterances with a familiar topic-significantly more than the comparison group. Children whose mothers implemented the intervention showed significant gains in terms of time spent in engagement and amount of verbal production during shared reading. No effects were found for the children's communicative initiatives and answers, or for indices of language complexity and diversity.
CONCLUSIONS & IMPLICATIONS: The present parent-based SBR intervention for Italian-speaking preschoolers with DLD showed effects, albeit modest, on both maternal and child communicative behaviours. The results suggest that extralinguistic strategies may be implemented successfully by parents and may be effective in enhancing children's engagement and language production in the short term. Further investigations are needed that provide a longer intervention period and examine the joint impact of therapist- and parent-based intervention for children with DLD.
在家中进行有规律的共同阅读（SBR）实践可能对培养有发育性语言障碍（DLD）的儿童的语言发展起着关键作用。然而，仍需要更多证据表明基于家庭的 SBR 干预对父母的对话策略以及 DLD 儿童的交流和语言产生的影响。
研究基于父母的 SBR 干预对父母使用对话策略的影响，以及对意大利语儿童 DLD 的参与度、对话参与度和语言产生的影响。接受 SBR 策略培训的母亲预计会增加对这些策略的使用。预计儿童在 SBR 期间的参与度和对话参与度会有所提高；反过来，语言产生指数也会适度增加。
32 名有发育性语言障碍的学龄前儿童参与了这项研究；所有儿童都在接受言语语言治疗。研究采用非随机前后测试对照试验，20 对母子进行了 8 周的 SBR 计划（SBR 干预组），而 12 对母子作为对照组。基于“对话式阅读”方法，在个别和小组家长培训课程中使用了八种言语和非言语的 SBR 策略。言语语言治疗师参与了个别家长培训课程，为每个母子小组提供了针对每个母子小组具体特点的建议。干预策略、儿童参与度、对话参与度和口语语言的测量都包括在内。
在测试后，SBR 干预组的母亲使用了八种 SBR 策略中的三种——共同处理书籍、引人入胜的交谈、以及带有熟悉主题的话语，明显多于对照组。实施干预的母亲的孩子在共同阅读时的参与度和语言产生量方面都有显著提高。然而，在儿童的交流主动性和回答方面，以及在语言复杂性和多样性指数方面，没有发现效果。
目前针对意大利语学龄前 DLD 儿童的基于父母的 SBR 干预显示出了效果，尽管效果较小，但对母亲和儿童的交流行为都有影响。研究结果表明，家长可以成功实施非语言策略，并可能在短期内有效提高儿童的参与度和语言产生能力。需要进一步的研究，提供更长的干预期，并检查治疗师和家长联合干预对 DLD 儿童的共同影响。
