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Cited by 336Language Development and DisordersEarly Childhood Education and DevelopmentReading and Literacy Development

A parent-directed language intervention for children of low socioeconomic status: a randomized controlled pilot study.

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SUSKIND, DANA L., LEFFEL, KRISTIN R., GRAF, EILEEN, HERNANDEZ, MARC W., GUNDERSON, ELIZABETH A., SAPOLICH, SHANNON G., SUSKIND, ELIZABETH, LEININGER, LINDSEY +2 more·2016·Journal of Child Language
DOI 10.1017/s0305000915000033PMC PMC10835758
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Abstract

We designed a parent-directed home-visiting intervention targeting socioeconomic status (SES) disparities in children's early language environments. A randomized controlled trial was used to evaluate whether the intervention improved parents' knowledge of child language development and increased the amount and diversity of parent talk. Twenty-three mother-child dyads (12 experimental, 11 control, aged 1;5-3;0) participated in eight weekly hour-long home-visits. In the experimental group, but not the control group, parent knowledge of language development increased significantly one week and four months after the intervention. In lab-based observations, parent word types and tokens and child word types increased significantly one week, but not four months, post-intervention. In home-based observations, adult word tokens, conversational turn counts, and child vocalization counts increased significantly during the intervention, but not post-intervention. The results demonstrate the malleability of child-directed language behaviors and knowledge of child language development among low-SES parents.

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Crossref · 10.1017/s0305000915000033

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  • Training sensitive responsiveness in parents improves the language development of children.

    “Sensitive responsiveness is a modi fi able risk factor that has been successfully trained in parents in randomized controlled trials and shown to improve the language development of children.”

    From Parenting Behavior and Child Language: A Meta-analysis. (2019) · cites this paper as [92]

    The Introduction (The intervention curriculum; page unavailable) says the randomized intervention taught responsive parent–child interactions alongside other language behaviors. The Discussion (page unavailable) reports higher child vocalization counts and word types in the intervention group, but calls the evidence for improved child language outcomes tentative. It does not establish that training sensitive responsiveness specifically, rather than the broader intervention, caused the improvement. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • Sensitive responsiveness is a modifiable risk factor.

    “Sensitive responsiveness is a modi fi able risk factor that has been successfully trained in parents in randomized controlled trials and shown to improve the language development of children.”

    From Parenting Behavior and Child Language: A Meta-analysis. (2019) · cites this paper as [92]

    The Introduction (The intervention curriculum; page unavailable) identifies responsive parenting as a target of the intervention, and the Discussion reports short-term changes in parents’ linguistic interactions and some child language measures. But the paper does not establish sensitive responsiveness specifically as a risk factor or show that changing it caused the child language gains; its findings are tentative and come from a small pilot trial. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

  • Sensitive responsiveness has been successfully trained in parents in randomized controlled trials.

    “Sensitive responsiveness is a modi fi able risk factor that has been successfully trained in parents in randomized controlled trials and shown to improve the language development of children.”

    From Parenting Behavior and Child Language: A Meta-analysis. (2019) · cites this paper as [92]

    The Introduction’s intervention-curriculum section says the randomized pilot taught responsiveness through “Tune In” and “Take Turns,” and the Discussion reports increased parent–child conversational turns. These findings support successful training of responsive language interaction, but the paper does not establish a change in sensitive responsiveness as a broader parenting construct. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

  • Conclusions about causality can only be made in the context of experimental studies.

    “Conclusions about causality can only be made in the context of experimental studies, 58,91 -93 and approximations of causality may be derived from longitudinal designs that address directionality and temporal precedence. 94”

    From Parenting Behavior and Child Language: A Meta-analysis. (2019) · cites this paper as [92]

    The Method section describes a randomized controlled trial, and the Results section estimates the intervention’s effects by comparing experimental and control groups. The paper thus exemplifies experimental assessment of causal effects, but it does not state that causal conclusions can only be made in experimental studies. (LLM, conf=0.80)

    Experimental — accuracy not yet measured

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Research works printed but not linked: 4

  1. Ajzen I (1996). The directive influence of attitudes on behavior. In Gollwitzer PM & Bargh JA (eds), The psychology of action: linking cognition and motivation to behavior, 385– 403. New York, NY: Guilford Press.
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  3. Bugental DB & Happaney K (2002). Parental attributions. In Bornstein Marc H. (Ed.), Handbook of parenting: Vol. 3: Being and becoming a parent (2nd ed.), 509– 35. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  4. Wechsler D (1997). Wechsler Adult Intelligence Scale— 3rd Edition (WAIS-3®). San Antonio, TX: Harcourt Assessment.

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Authors
SUSKIND, D. L., LEFFEL, K. R., GRAF, E., HERNANDEZ, M. W., GUNDERSON, E. A., SAPOLICH, S. G., SUSKIND, E., LEININGER, L., GOLDIN-MEADOW, S., & LEVINE, S. C.
Affiliations
  • University of Chicago (US)
  • Temple University (US)
  • University of Illinois Chicago (US)
Corresponding author
SUSKIND, DANA L.
ORCID
Venue
Journal of Child Language
Publisher
Cambridge University Press (CUP)
Published
2015-06-04
Volume
43
Issue
2
Pages
366-406
ISSN
  • 0305-0009 (ISSN-L)
  • 1469-7602
DOI
10.1017/s0305000915000033
PMC
PMC10835758
OpenAlex
W2121109532
Cited by
335
References
70
Citations by year
2026: 11 · 2025: 23 · 2024: 18 · 2023: 27 · 2022: 72 · 2021: 27 · 2020: 67 · 2019: 30 · 2018: 22 · 2017: 24 · 2016: 11 · 2015: 2
FWCI
49.52
Type
journal article
Language
en
Open access
Licence
www.cambridge.org/core/terms (unspecified)
Locations
  • Journal of Child Language (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Center for Research Resources (KL2RR025000, UL1RR024999)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords
parent-mediated intervention, home visiting intervention, low socioeconomic status, language environment, child language acquisition, parent-child interaction, early childhood language, socioeconomic disparities, mother-child dyads, child vocalizations

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