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Effects of Graphical Feedback and Co...

Rafdal, Brooke H.

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Effects of Graphical Feedback and Coaching on the Quantity and Quality of Parent-Child Language Interaction.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Effects of Graphical Feedback and Coaching on the Quantity and Quality of Parent-Child Language Interaction./
Author:	Rafdal, Brooke H.
Description:	128 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3457116
ISBN:	9781124671314

Effects of Graphical Feedback and Coaching on the Quantity and Quality of Parent-Child Language Interaction.
Rafdal, Brooke H.

Effects of Graphical Feedback and Coaching on the Quantity and Quality of Parent-Child Language Interaction. - 128 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ph.D.)--University of Minnesota, 2011.

The purpose of this study was to determine the effectiveness of an intervention to enhance the quantity and quality of parent-child language interactions among families experiencing multiple social and environmental risk factors. Four mother-child dyads participated. Participants were recruited through local agencies that provided services to families. All dyads were monolingual, English speaking, living below the federal poverty line, and exhibiting low levels of parent-child language interaction at baseline. A multiple baseline design across mother-child dyads was employed to evaluate two levels of intervention: 1) parent education about the importance of talk in conjunction with graphical feedback; 2) direct parent training in language promotion strategies in addition to parent education and graphical feedback. Dependent variables included adult word count, child vocalization count, and conversational turn count collected during a 2-hour intervention period. Data were collected using the Language ENvironment Analysis (LENA) system in the participant's natural home environment. Visual inspection of multiple baseline data indicated that the intervention was effective at increasing the amount parents talked to their children as well as the amount the children vocalized and the number of dyadic verbal exchanges the parent and child shared. The second phase of intervention which included direct parent training on language promotion strategies had the most robust effect. Directions for future research and implications for implementing home-based language environment interventions are discussed.

ISBN: 9781124671314Subjects--Topical Terms:

1018115
Education, Language and Literature.

Effects of Graphical Feedback and Coaching on the Quantity and Quality of Parent-Child Language Interaction.
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020 $a 9781124671314
035 $a (UMI)AAI3457116
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100 1 $a Rafdal, Brooke H. $3 1677927
245 1 0 $a Effects of Graphical Feedback and Coaching on the Quantity and Quality of Parent-Child Language Interaction.
300 $a 128 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
500 $a Adviser: Scott R. McConnell.
502 $a Thesis (Ph.D.)--University of Minnesota, 2011.
520 $a The purpose of this study was to determine the effectiveness of an intervention to enhance the quantity and quality of parent-child language interactions among families experiencing multiple social and environmental risk factors. Four mother-child dyads participated. Participants were recruited through local agencies that provided services to families. All dyads were monolingual, English speaking, living below the federal poverty line, and exhibiting low levels of parent-child language interaction at baseline. A multiple baseline design across mother-child dyads was employed to evaluate two levels of intervention: 1) parent education about the importance of talk in conjunction with graphical feedback; 2) direct parent training in language promotion strategies in addition to parent education and graphical feedback. Dependent variables included adult word count, child vocalization count, and conversational turn count collected during a 2-hour intervention period. Data were collected using the Language ENvironment Analysis (LENA) system in the participant's natural home environment. Visual inspection of multiple baseline data indicated that the intervention was effective at increasing the amount parents talked to their children as well as the amount the children vocalized and the number of dyadic verbal exchanges the parent and child shared. The second phase of intervention which included direct parent training on language promotion strategies had the most robust effect. Directions for future research and implications for implementing home-based language environment interventions are discussed.
590 $a School code: 0130.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Sociology, Sociolinguistics. $3 1669082
690 $a 0279
690 $a 0636
710 2 $a University of Minnesota. $b Educational Psychology. $3 1023204
773 0 $t Dissertation Abstracts International $g 72-08A.
790 1 0 $a McConnell, Scott R., $e advisor
790 1 0 $a McMaster, Kristen L. $e committee member
790 1 0 $a Symons, Frank J. $e committee member
790 1 0 $a Ysseldyke, James E. $e committee member
790 $a 0130
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3457116