Parent-Level Predictors of Early Language Interaction Quality and Intervention Outcomes

Description

Children with poor early language skills are at risk for academic, social, vocational, and health difficulties across the lifespan. Parent training-as part of early language intervention-is a cost-effective option to address this public health issue, but these interventions demonstrate large individual differences in outcomes and barriers to scalability. The purpose of this research is to examine parent-level predictors of early language interaction quality and modifiability during training, which will help increase intervention effectiveness.

Conditions

Language Development Disorders, Autism Spectrum Disorder

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Study Overview

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Study Details

Study overview

Children with poor early language skills are at risk for academic, social, vocational, and health difficulties across the lifespan. Parent training-as part of early language intervention-is a cost-effective option to address this public health issue, but these interventions demonstrate large individual differences in outcomes and barriers to scalability. The purpose of this research is to examine parent-level predictors of early language interaction quality and modifiability during training, which will help increase intervention effectiveness.

Parent-Level Predictors of Early Language Interaction Quality and Intervention Outcomes

Parent-Level Predictors of Early Language Interaction Quality and Intervention Outcomes

Condition
Language Development Disorders
Intervention / Treatment

-

Contacts and Locations

Madison

University of Wisconsin, Madison, Wisconsin, United States, 53705

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

For general information about clinical research, read Learn About Studies.

Eligibility Criteria

  • * Have no parent reported disabling developmental or acquired disorders/impairments that might significantly affect their performance including speech- language disorders (e.g., ASD, DLD, cancer, stroke, legal blindness, intellectual disability, Down Syndrome, traumatic head injury, cerebral palsy, seizures, or a genetic condition associated with neurodevelopmental disability).
  • * Pass the Modified Checklist for Autism in Toddlers-Revised with Follow-Up screener
  • * age 2 years 6 months - 4 years 0 months 0 days at the start of testing
  • * English dominant (at least 80%)
  • * No parent-reported diagnosed hearing loss (or no concerns if the child has not been tested).
  • * Qualify as at risk for persistent language disorder by meeting two criteria:
  • 1. Score at or below the 10th percentile on the Mac Arthur-Bates Communicative Development Inventory-III (CDI-III) Sentences section using sex-specific norms. For children over 37 mos., score must be less than or equal to the 10th percentile equivalent for 37 mos.
  • 2. Score at or below the 10th percentile on the CDI-III Vocabulary section using sex-specific norms. For children over 37 mos., score must be less than or equal to the 10th percentile equivalent for 37 mos. The child must also produce at least 10 different words on either the CDI-III or CDI-Words and Sentences (CDI-WS long form).
  • * Meet cognitive

Ages Eligible for Study

30 Months to

Sexes Eligible for Study

ALL

Accepts Healthy Volunteers

Yes

Collaborators and Investigators

University of Wisconsin, Madison,

Rebecca M Alper, Ph.D., CCC-SLP, PRINCIPAL_INVESTIGATOR, University of Wisconsin, Madison

Study Record Dates

2025-11-30