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Parent coaching from 6 to 18 months improves child language outcomes through 30 months of age

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Huber, Elizabeth, Ferjan Ramírez, Naja, Corrigan, Neva M., Kuhl, Patricia K.·2023·Developmental Science
DOI 10.1111/desc.13391
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Abstract

Interventions focused on the home language environment have been shown to improve a number of child language outcomes in the first years of life. However, data on the longer‐term effects of the intervention are still somewhat limited. The current study examines child vocabulary and complex speech outcomes (N = 59) during the year following completion of a parent‐coaching intervention, which was previously found to increase the quantity of parent‐child conversational turns and to improve child language outcomes through 18 months of age. Measures of parental language input, child speech output, and parent‐child conversational turn‐taking were manually coded from naturalistic home recordings (Language Environment Analysis System, LENA) at regular 4‐month intervals when children were 6‐ to 24‐months old. Child language skills were assessed using the MacArthur–Bates Communicative Development Inventory (CDI) at four time‐points following the final intervention session (at 18, 24, 27, and 30 months). Vocabulary size and growth from 18 to 30 months was greater in the intervention group, even after accounting for differences in child language ability during the intervention period. The intervention group also scored higher on measures of speech length and grammatical complexity, and these effects were mediated by 18‐month vocabulary. Intervention was associated with increased parent‐child conversational turn‐taking in home recordings at 14 months, and mediation analysis suggested that 14‐month conversational turn‐taking accounted for intervention‐related differences in subsequent vocabulary. Together, the results suggest enduring, positive effects of parental language intervention and underscore the importance of interactive, conversational language experience during the first 2 years of life. Research Highlights: Parent coaching was provided as part of a home language intervention when children were 6–18 months of age. Naturalistic home language recordings showed increased parent‐child conversational turn‐taking in the intervention group at 14 months of age. Measures of productive vocabulary and complex speech indicated more advanced expressive language skills in the intervention group through 30 months of age, a full year after the final intervention session. Conversational turn‐taking at 14 months predicted subsequent child vocabulary and accounted for differences in vocabulary size across the intervention and control groups.

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  • Coaching parents to produce high-quality IDS during the sensitive period (6-12 months) produces a significant intervention-related benefit in language development up to 30 months.

    “Further, by coaching parents to produce high-quality IDS during the sensitive period (6–12 months), researchers have demonstrated a significant intervention-related benefit in language development, when measured through both examining daylong audio recordings in infants’ home environments and parental surveys up to 30 months [29,30].”

    From Tracking Acquisition of Language in Kids (TALK) study protocol: A longitudinal investigation of infants at high vs. low risk for atypical speech and language development (2026) · cites this paper as [30]

    The Intervention design section reports coaching in parentese and conversational turn-taking, and the Discussion reports greater vocabulary growth in the intervention group through 30 months. But coaching occurred at 6, 10, 14, and 18 months—not only during the claimed 6–12-month period. The Abstract says home recordings were collected through 24 months, while child language was assessed through 30 months using the CDI parental inventory; it does not establish a 6–12-month sensitive period. (LLM, conf=0.88)

    Experimental — accuracy not yet measured

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Authors
Huber, E., Ferjan Ramírez, N., Corrigan, N. M., & Kuhl, P. K.
Affiliations
  • University of Washington (US)
  • Institute for Learning & Brain Sciences University of Washington Seattle Washington USA
Corresponding author
Huber, Elizabeth
ORCID
Venue
Developmental Science
Publisher
Wiley
Published
2023-03-30
Volume
26
Issue
6
Pages
e13391-e13391
ISSN
  • 1363-755X (ISSN-L)
  • 1467-7687
DOI
10.1111/desc.13391
OpenAlex
W4362459988
Cited by
24
References
11
Citations by year
2026: 3 · 2025: 8 · 2024: 10 · 2023: 3
FWCI
11.63
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
  • Developmental Science (publishedVersion)
  • PubMed (publishedVersion)
Funders
Overdeck Family Foundation
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords
parent coaching, child language outcomes, grammatical complexity, speech length, parental language input, early childhood language development
MeSH terms
Mentoring, Child Language, Child, Preschool, Female, Humans, Infant, Language Development, Male, Parent-Child Relations, Parents, Speech, Vocabulary

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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