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Parental Input and Its Relationship With Language Outcomes in Children With (Suspected) Developmental Language Disorder: A Systematic Review.

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Title: Parental Input and Its Relationship With Language Outcomes in Children With (Suspected) Developmental Language Disorder: A Systematic Review.
Authors: van Witteloostuijn, Merel1 m.t.g.vanwitteloostuijn@uu.nl, Haggiyannes, Athena1, de Bree, Elise2, Blom, Elma1
Source: Journal of Speech, Language & Hearing Research. Apr2025, Vol. 68 Issue 4, p1982-2005. 24p.
Subject Terms: *Parent-child relationships, *Parenting, *Child rearing, *Language acquisition, Medical information storage & retrieval systems, Word deafness, Research funding, Descriptive statistics, Systematic reviews, Sound recordings, MEDLINE, Online information services, Video recording, Psychology information storage & retrieval systems
Abstract: Purpose: It is widely acknowledged that parental input plays an important role in typical language development. Less is known about the input provided to children with (suspected) developmental language disorder (DLD) or those at risk for DLD. These children may not benefit from parental input in the same way as their typically developing peers, and different aspects of parental input may be more important for them. The present systematic literature review aimed to uncover (a) how parental input has been assessed in the context of DLD, (b) which aspects of parental input have been studied, and (c) what the reported associations are with language outcomes in children with DLD (age 0-6 years). Method: A systematic literature review of 67 articles was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Parental input was coded based on Rowe and Snow's (2020) categorization of input, divided into interactive, linguistic, and conceptual aspects of parental input. Results: The majority of studies used audio or video recordings of naturalistic parent-child interaction during play. Aspects within the interactive dimension (parental responsiveness and turn-taking) were most often assessed, followed by the linguistic and conceptual dimensions. Thirty-eight studies investigated the relationship between parental input and child language outcomes. Findings show that aspects within the interactive dimension are positively associated with language outcomes in children with DLD. Additionally, the sheer quantity of language input was not associated with language outcomes, although replication of this observation is necessary. Conclusions: The results of this review highlight the importance of parents' responsive behaviors as well as the child's involvement in parent--child interaction. The findings also signal gaps in the existing literature and provide associated directions for future research on effects of parental input in children with DLD. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Parental Input and Its Relationship With Language Outcomes in Children With (Suspected) Developmental Language Disorder: A Systematic Review.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Apr2025, Vol. 68 Issue 4, p1982-2005. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+rearing%22">Child rearing</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+information+storage+%26+retrieval+systems%22">Medical information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Word+deafness%22">Word deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Sound+recordings%22">Sound recordings</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink><br /><searchLink fieldCode="DE" term="%22Online+information+services%22">Online information services</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: It is widely acknowledged that parental input plays an important role in typical language development. Less is known about the input provided to children with (suspected) developmental language disorder (DLD) or those at risk for DLD. These children may not benefit from parental input in the same way as their typically developing peers, and different aspects of parental input may be more important for them. The present systematic literature review aimed to uncover (a) how parental input has been assessed in the context of DLD, (b) which aspects of parental input have been studied, and (c) what the reported associations are with language outcomes in children with DLD (age 0-6 years). Method: A systematic literature review of 67 articles was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Parental input was coded based on Rowe and Snow's (2020) categorization of input, divided into interactive, linguistic, and conceptual aspects of parental input. Results: The majority of studies used audio or video recordings of naturalistic parent-child interaction during play. Aspects within the interactive dimension (parental responsiveness and turn-taking) were most often assessed, followed by the linguistic and conceptual dimensions. Thirty-eight studies investigated the relationship between parental input and child language outcomes. Findings show that aspects within the interactive dimension are positively associated with language outcomes in children with DLD. Additionally, the sheer quantity of language input was not associated with language outcomes, although replication of this observation is necessary. Conclusions: The results of this review highlight the importance of parents' responsive behaviors as well as the child's involvement in parent--child interaction. The findings also signal gaps in the existing literature and provide associated directions for future research on effects of parental input in children with DLD. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184380025
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        Value: 10.1044/2024_JSLHR-24-00529
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      – Code: eng
        Text: English
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        PageCount: 24
        StartPage: 1982
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      – SubjectFull: Parent-child relationships
        Type: general
      – SubjectFull: Parenting
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      – SubjectFull: Child rearing
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      – SubjectFull: Language acquisition
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      – SubjectFull: Medical information storage & retrieval systems
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      – SubjectFull: Word deafness
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      – TitleFull: Parental Input and Its Relationship With Language Outcomes in Children With (Suspected) Developmental Language Disorder: A Systematic Review.
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              Text: Apr2025
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