It Takes Two to Talk: A Focused Intervention Program for Parents and Children with Language Delays

By Deslea Konza, Carmel Maloney and Patricia Grafton.

Published by The Social Sciences Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The linguistic, cultural and social context in which children are immersed at home will influence their capacity to learn. Children arrive at school with vast differences in their vocabularies and oral language skills, leaving them vulnerable to social, emotional and academic difficulties as they progress through school (Beck & McKeown, 2007; Biemiller, 2007). This paper reports, in case study style, the outcomes of a family focused intervention program for parents of young children with language delays. The program It Takes Two to Talk© was offered to 7 parents of children aged 2 to 4 years who had been identified as having a significant language difficulty or delay. As the twelve-week program was implemented, the parents’ knowledge about language development and their skills in supporting and scaffolding their children’s language was tracked through focus group meetings and analysis of video recordings of them interacting with their children while supported by a speech pathologist. The paper reports the effects of the training program on parent-child interactions and on the parents' understanding of, and responsiveness to, their children’s communication.

Keywords: Early Language Development, Early Intervention, Parent Program

International Journal of Interdisciplinary Social Sciences, Volume 5, Issue 6, pp.225-236. Article: Print (Spiral Bound). Article: Electronic (PDF File; 734.599KB).

Dr. Deslea Konza

Director - Fogarty Learning Centre, Faculty of Arts and Education, School of Education, Edith Cowan University, Joondalup, Western Australia, Australia

Deslea Konza has had experience teaching students of all ages with a range of special needs, including those associated with blindness, profound hearing impairment, intellectual disabilities, physical disabilities and mulitple disabilitie. She currently co-ordinates undergraduate and postgraduate programs in special education at the University of Wollongong, including the mandatory subjects that all preservice teachers must complete. She has published in the areas of special education policy, teacher education, hearing impairment, gifted education and dual exceptionality. Current research interests include reading disability, students with attention deficit hyperactivity disorders, students with dual exceptionalities, (including gifted students with social and emotional problems) and effective teaching.

Dr. Carmel Maloney

Associate Professor Early Childhood, Faculty of Education and Arts, Edith Cowan University, Mt Lawley, Western Australia, Australia

Patricia Grafton

Edith Cowan University, Ashdale, Western Australia, Australia


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