Family-Centered Intervention for Young Children at-risk for Language and Behavior Problems |
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| Authors: | Pen-Chiang Chao Tanis Bryan Karen Burstein Cevriye Ergul |
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| Institution: | (1) College of Education, Division of Curriculum and Instruction, Arizona State University, Chandler, USA;(2) College of Education, Division of Curriculum and Instruction, Arizona State University, 4909 W. Joshua Blvd. # 2118, Chandler, AZ 85226, USA |
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| Abstract: | This study investigated the effects of a family-centered intervention that involved parents in weekly assessments and daily routine activities for promoting young children’s language and behavior. Forty-one 3–5-year-old children at-risk for language and behavior problems, recruited from three developmental pre-schools, were randomly assigned to a control and an intervention group that received parent–professional support. Analyses of covariance (ANCOVAs) were used to examine whether groups differed on post-test scores on the Test of Early Language Development—Third Edition and Eyberg Child Behavior Inventory, using pre-test scores as a covariate. Results showed that children in the intervention group outperformed children in the control group on both tests. The study indicated that family-centered intervention is an effective method for empowering parents to identify and implement concrete solutions to their children’s problems, especially when done as part of a professional collaboration. |
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| Keywords: | at-risk children family-centered intervention parent– professional collaboration language behavior |
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