Effect of Parents’ Involvement Interventions in Speech Language Delay among Late Talking Toddlers in Egypt: A Quasi-Experimental Study
S, Farrag;
(2020)
Effect of Parents’ Involvement Interventions in Speech Language Delay among Late Talking Toddlers in Egypt: A Quasi-Experimental Study.
Res Pediatr Neonatol, 4 (4).
pp. 339-349.
ISSN 2576-9200
DOI: https://doi.org/10.31031/rpn.2020.04.000592
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Background: Speech language delay is a common developmental problem among Egyptian children. There is paucity of reliable data on parent involvement interventions in speech language problems and of
communication disorders in Egypt.
Objective: We evaluated the effect of parent involvement in language development intervention programmes on a population of late talking toddlers recruited from local kindergarten schools in Alexandria, Egypt, using interaction-promoting strategies which encourage children to take turns in a conversation, ask questions and wait for a response.
Methods: Seventy-nine mother-child pairs were randomly assigned into an experimental group where a validated Language Development Survey (LDS) was administered while study mothers assigned to control arm had routine care according to kindergartens policy in Egypt. Pre-and post-intervention assessments were conducted on all domains of the tool.
Results: Approximately one third (30.9%) of the study children in the experimental group had severe language delay pre-intervention and this decreased to 16.2% of children post-intervention. On the other
hand, less than one quarter (18.2%) of the study children in the control group had severe language delay pre-intervention, this increased to about half (54.5%) of children post-intervention (p=<0.043).This showed that significant expressive language gains can be made by pre-school language-delayed children, through group parental-based language intervention.
Conclusion: Findings of this study suggest that parent involvement had positive outcomes in terms of language development in their late-talking toddlers. The study supports the concept of parent involvement
as a viable model of language intervention for promoting short-term developmental progress in late-talking toddlers.