Date of Award
Doctor of Education
Counselor Education and Counseling Psychology
Dr. Joseph R. Morris
Dr. Robert L. Betz
Dr. Nickola W. Nelson
This study was undertaken to examine the effectiveness of using prepared videoprograms and personal conferences to educate parents in the use of indirect language stimulation techniques with children who have delays in speech and language development. The efficacy of three methods to teach mothers to use facilitative communicative behaviors with their children was assessed by analyzing tape recorded language samples of 6 0 mothers conversing with their preschool children before and after their participation in one of three treatm ent conditions. The three treatm ents in the study were: (1) viewing the 30-m inute videoprogram, Let's Talk: First Steps to Conversation. (2) viewing the videoprogram, Let's Talk: First Steps to Conversation and participating in a 15-m inute follow-up discussion with a professional, and (3) participating in a 30-m inute personal conference with a professional regarding the content of the videoprogram viewed by the other tw o groups. A control group of mothers receiving none of the treatments between the tw o audiotaped sessions was also included.
The questions explored in this study were:
1. Are prepared videoprograms effective in changing the verbal behavior of mothers with their preschool children who have speech and language delays?
2. Does the addition of a follow-up discussion increase the effectiveness of a prepared videoprogram in changing the verbal behavior of mothers with their preschool children who have speech and language delays?
3. Is a single personal instructional conference effective in changing the verbal behavior of mothers with their preschool children who have delayed speech and language development?
Mothers who participated in a follow-up discussion with a professional after viewing the videoprogram and mothers who received a 30- minute conference with a professional significantly reduced their use of negative verbal behaviors with their preschool children when compared with a control group. There was no evidence to suggest that the mothers in any of the treatment groups increased their number of positive verbal behaviors. It was concluded that interactions with professionals (e.g., speech language pathologists, psychologists, educators) seem to be critically important to the success of programs designed to promote change in the verbal behaviors of mothers with their preschool children.
Warner, Candis M., "The Efficacy of Prepared Videoprograms and Personal Conferences in Parent Education for Language Intervention" (1993). Dissertations. 1906.