There is a recent meta-analysis of programs of this type that I think speaks to your question:

Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: An meta-analysis. American Journal of Speech-Language Pathology, 20, 180-199.

There is a recent meta-analysis of programs of this type that I think speaks to your question:

Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: An meta-analysis. American Journal of Speech-Language Pathology, 20, 180-199.

A picture book reading intervention in day care and home for children from low-income families. Whitehurst, Grover J.; Arnold, David S.; Epstein, Jeffery N.; Angell, Andrea L.; Smith, Meagan; Fischel, Janet E..

Developmental Psychology, Vol 30(5), Sep 1994, 679-689. doi: 10.1037/0012-1649.30.5.679

What about this one: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2570562/ a responsive parenting intervention that looked at child language outcomes. The intervention targeted mothers' contingent responsiveness (i.e., sensitive and prompt responses to child signals), positive affect, warm sensitivity plus responsive behaviors (support of child focus of interest including maintaining and avoidance of redirecting and quality of language input including verbal scaffolding and verbal encouragement). The children of mothers who received the intervention were expected to show higher levels at posttest and/or greater rates of increases in social and communication skills when interacting with their mothers and on standardized measures of language development.

There is also a decent review of the literature on parent training interventions and child language outcomes here: http://www.thefreelibrary.com/_/print/PrintArticle.aspx?id=216961580. As usual, there is still much to know.

There is a nice study by Smith and colleagues, teaching Pivotal Response Training to parents of children with autism. As language is one of the targeted skills, I should think it's applicable. http://www.ncbi.nlm.nih.gov/pubmed/20946003

Yes, we found exactly this outcome with the Family Check-Up -- improvements in early child language skills via improvements in the parenting skills targeted by a behaviorally-based preventive intervention.

Feldman, M.A., Sparks, B., & Case, L. (1993). Effectiveness of home-based early intervention on the language development of children of parents with mental retardation. Research in Developmental Disabilities, 14, 387-408.

Video interaction Guidance has been generally shown effective in empowering families, enhancing parent-child communication, and consequently promoting child development (however, I am not aware if language has been particularly studied)

See http://www.igdi.ku.edu/interventions/Promoting_Communication_rev3-19-09.pdf

You should check out www.hanen.org

They have a few parent-delivered programs backed by much efficacy research.

Saracho, O. (2008). Fathers' and young children's literacy experiences, Early Child Development and Care, 178, 7, 837- 852.

Sylva, K., Scott, S., Totsika, V., Ereky-Stevens, K. y Crook, C. (2008). Training parents to help their children read: a randomized control trial. British Journal of Educational Psychology, 78, 435-455.

To follow on from the last post, Stephen Scott and Kathy Sylva's current RCT (HCA) is a trial looking at the effects of parenting interventions for behaviour problems and literacy.

Responsive Teaching (RT) for children with autism is an approach used in Turkey.. Relationship-Based Approach is a program based on..Gerald Mahoney and James MacDonald in 2006 as the program developed.. RT target specialist / educator or parent's interactional behaviors by developing a child's cognitive, communication and social emotional development areas to acquire or develop the basic behavior of targets.

Responsive Teaching: Early intervention for children with Down syndrome and other disabilities

G Mahoney, F Perales, B Wiggers… - Down Syndrome …, 2006 - down-syndrome.org

The Effects of Mother's Style of Interaction on Children's Engagement Implications for Using Responsive Interventions with Parents

JM Kim, G Mahoney - Topics in Early Childhood Special …, 2004 - tec.sagepub.com

Relationship-focused early intervention with children with pervasive developmental disorders and other disabilities: a comparative study

G Mahoney, F Perales - Journal of Developmental & Behavioral …, 2005 - journals.lww.com

I have no suggestions of references of behavioral programmes for enhancing parenting skills, but I have found in my own research experience that if you do not take into account the cultural meanings at stake concerning parenting (or better, mothering and fathering) programmes are at a great risk of failure.

In the Bernard van Leer Foundation's web page you can find information of succesful experiences of parent-aimed programmes in different parts of the world and you can freely download the documents.

Yes. Work by Mark Fey and colleagues shows that parents can learn "recasting" conversational techniques and related techniques and if parents achieve their conversational goals children with language delays make excellent gains. Further, this work converges with and complements a long line of research by Keith Nelson, Stephen Camarata and colleagues showing that adults using recasting conversation WITH FOCUSED CHALLENGE TARGETS IN LANGUAGE is very powerful. Search for varied chapters by Camarata & Nelson (in Fey book), K. E. Nelson & M Arkenberg 2008, and K. E. Nelson et al. 2004 and K. E. Nelson et al. in book Children's Language, Volume 11

Pursuant to Keith Nelson's excellent suggestions, I can add the work of Todd Risley and Betty Hart, found in two books, one entitled "Meaningful Differences" (can Google) in which they report finding (1)real differences in parental language use with children among socio-educational levels, (2)apparently consequent differences in their children, (3)teaching of lower socio-educational-level parents in the style of better language users, and (4)commensurate gains in language usage indices (length of sentences, etc.) for their children.

Hi, you may find useful this special issue on evidence-based programs for families, published in:

Psychosocial Intervention, August 2012 Vol. 21 (2)

available (Open access) at:

http://bit.ly/14qTftc

Contact Gabrielle Strouse at the Univ of Delaware and ask her about the results of her dissertation on parent co-viewing of educational television with young children.

This chapter might be useful:

Brady, N., Warren, S., & Sterling, A. (2010). Interventions Aimed at Improving Child Language by Improving Maternal Responsivity. . In L. M. Glidden & M. M. Seltzer (Eds.), Families: A volume in international review of research in mental retardation. (Vol. 37 pp. 333-357). Amsterdam: Elsevier.

If your interest is not only on the efficacy of Parent-training programs in TD, I would see four main research streams (and some of the papers already mentioned could be included):

a. Bornstein’s works on socio-cultural differences in knowledge about child development and children’s language abilities. (Mainly TD children and the focus of the KIDI, his questionnaire, is not exclusively on language acquisition).

b. Rowe’s 2008 work on TD children, correlating parents’ knowledge about children’s development (using KIDI), parents’ language features while talking with adults and with their own children, children’s language outcome Rowe, M (2008). Child directed speech: relation to socioeconomic status, knowledge of child development and child vocabulary skill. Journal of child language.

c. Rowe’s work on input effect on children with Brain Injury and TD; Girolametto and colleagues’ works on interventions with mothers (and perhaps teachers) of late talkers. A recent work by Snowling on the efficacy of early interventions; Snowling’s work on the intervention efficacy. (and if you want to relax, an amazing and wit great piece by Bishop on Nimaging studies on early interventions).

c1 Verhoeven’s & Colleagues’ studies with similar structures as the above one but more emphasis on input conversational features

d. Sociological and educational consideration on the middle-class bias in inetrevention and educational input. (C. Vincent’s papers and books, James Law ‘s reports on a prevention campaign for communicative disorders in the UK)

22. Feldman, M.A., Sparks, B., & Case, L. (1993). Effectiveness of home-based early intervention on the language development of children of parents with mental retardation. Research in Developmental Disabilities, 14, 387-408.

Mellow Parenting improved the langauge skills of three year olds from deprived families by 9 IQ pints with gains maintained over a one yar follow up from the end of the four month group intervention.

As Dr. Lipsitt pointed out Hart & Risley are a good place to start, but then again, I suspect that while no one on earth has ever learned to talk from speech therapy delivered in two 30-min sessions a week, for at least a quarter million years on this planet babies who have learned to talk have learned from their mothers (or a mother surrogate). I think that tells you something, no?

The HI HOPES programme in South Africa is a parent education and empowerment programme for families of children with hearing loss. We have published information on the programme's pilot demographics and results and are currently working on the demographics and overall programme information over 5 years. You are welcome to email me and i will send you the artciles we have that is already published ([email protected])

In a Latino-based implementation of the Parent Child Home Program we were able to achieve language gains on the PLS averaging 10 standard points after 23 weeks of home-based mentoring and coaching of parents to provide a richer language environment for their children. i'd be happy to send you a copy of the paper,

(86) Mann, V., Sandoval, M., Garcia, L. and Calderon, D. (2010) Using Spanish in the Home to Promote School Readiness in English , In F. Columbus (Ed.) Speech Disorders: Causes, Treatments and Social Effects. Hauppauge, NY: Nova Science Publishers.

"Effects of Parent-based Video Home Training in children with developmental language delay (2010) Child Language Teaching and Therapy, 26(3) 221–237"

The EPPE study (to be found on the government website talks about influences of the home environment (Sylva et al, 2004), plus some of the better communication research programme research talk about changing parenting to influence language. Also look at the national evaluation of sure start programmes and evaluations of portage programmes.

Look up the work of Gerry Mahoney and his responsive teaching program. It focuses on parenting and shows good child outcomes.

I was involved in a project where we focused on parent book making with their preschool-aged children. Focus on parent-child interaction around a parent/child identified topic while providing suggestions on facilitating communicative interaction. Good outcomes with both US migrant children and children with disabilities.

Boyce, L.K., Innocenti, M.S., Roggman, L.A., Price, C., Jump V.K., Cook, G, & Ortiz, E. (2010). Family bookmaking: An approach to support parent-child language interactions in natural environments. Review of Disability Studies: An International Journal, 6, 42-53.

Boyce, L.K., Innocenti, M.S., Roggman, L.A., Jump Norman, V.K., & Ortiz, E. (2010). Telling stories and making books: Evidence for an intervention to help parents in migrant Head Start families support their children’s language and literacy. Early Education and Development, 21, 343 - 371.

I am wondering if you have reviewed the work at the Hanen Centre in Toronto? I have added a link to their site for you to review http://www.hanen.org/Home.aspx

Their programs are well known for helping parents learn to talk to their children.

A systematic review of

training programs for parents

of children with autism

spectrum disorders: Single

subject contributions

Stephanie Y. Patterson

2012

Hi, I was going to say you might want to review Anne Kaiser and her colleagues research on Milieu Teaching Strategies !! Some very positive effectos on child language outcomes when parents learn and use Milieu Teaching strategies!

The highest level of evidence in the EBP pyramid is a meta-analysis. Roberts and Kaiser do an excellent job here http://ajslp.pubs.asha.org/article.aspx?articleid=1757532

Demonstrating both that it is effective but also making excellent recommendations about who it works for and what works best.

You may also want to look at Wake et al who show that although there are positive outcomes in group studies it does not appear to work as a population intervention for very young children due to the tendency of most children to catch up anyway……..this may not be the case in the most socially disadvantaged families however.

@Paola De Fabritiis

I would add, assuming the author(s) of the question are not tied to a specific population, the work of John Gottman and colleagues. In addition to many other things, he possesses the intelligence of those who have stuck with a topic, used a great deal of observational skills and methodology, and slowly branched out when he felt the findings supported a new research direction. In short, he has workshops for parents of children who, when diagnosed (the children) show mulitple disorders. Yet he runs the workshops for ONLY the parents, then has a blind diagnostician re-test the children and the majority no longer meet critieria (I wish I had the reference, and more details, but he has a very thorough page you can use). Have a good day,

Kelly

Feldman, M.A., Sparks, B., & Case, L. (1993). Effectiveness of home-based early intervention on the language development of children of parents with mental retardation. Research in Developmental Disabilities, 14, 387-408.

The following article is a review of a naturalistic intervention model (Enhanced Milieu Therapy) involving parent training and focused stimulation (http://kc.vanderbilt.edu/kidtalk/research.html)-- which also seems to be the basis of the Hanen Centre program (http://www.hanen.org/Home.aspx)

Parents as Communication Partners: An Evidence-Based Strategy for Improving Parent Support for Language and Communication in Everyday Settings

Ann P. Kaiser Megan Y. Roberts

Department of Special Education and Department of Hearing and Speech Sciences, Vanderbilt University; Nashville, TN

http://sig1perspectives.pubs.asha.org/article.aspx?articleid=1811828

You should check out the research on the Hanen early language programs, such as It Takes Two to Talk. The Hanen Centre (in Toronto, Ontario Canada) has a website that describes their programs and research that is in peer reviewed journals. The programs train speech-language pathologists to work with parents and are offered all over the world.

The link for the Hanen research is: http://www.hanen.org/Helpful-Info/Research.aspx