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Characteristics of Parent-Child Interactions: A Systematic Review of Studies Comparing Children with Primary Language Impairment and Their Typically Developing Peers

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Title: Characteristics of Parent-Child Interactions: A Systematic Review of Studies Comparing Children with Primary Language Impairment and Their Typically Developing Peers
Language: English
Authors: Blackwell, Anna K. M., Harding, Sam, Babayigit, Selma
Source: Communication Disorders Quarterly. Feb 2015 36(2):67-78.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Information Analyses
Descriptors: Parent Child Relationship, Communication Problems, Databases, Comparative Analysis, Speech Therapy, Preschool Children, Control Groups, Case Studies, Interviews, Delayed Speech, Statistical Analysis, Evaluation Methods, Measures (Individuals), Language Skills, Correlation, Language Usage, Socioeconomic Background, Severity (of Disability), Longitudinal Studies, Literature Reviews
DOI: 10.1177/1525740114540202
ISSN: 1525-7401
Abstract: The importance of parent-child interaction (PCI) for language development has been well established. This has led many speech and language therapy (SLT) interventions to focus on modifying PCI as a means to improving children's early language delay. However, the success of such programs is mixed. The current review compares PCI, observed in naturally occurring contexts, with preschool children with language delay and age- or language-matched typically developing (TD) controls. A systematic review of the literature searched 10 databases for studies using a case-control design and extracted data concerning participants, matching, selection, design, assessments, measures, findings, statistics, and bias. Quality appraisal used the Critical Appraisal Skills Programme case-control checklist. The search identified 17,824 articles, which were reviewed against exclusion criteria. The final review included 9 studies, which were diverse in terms of matching, delay criteria, and PCI measure. A narrative synthesis was conducted. The evidence for PCI differences between children with language delay and TD peers was limited and any suggestion that parents were less responsive could be attributed to limited language skills of children with language delay. The findings question the assumption that communicative environments of children with language delay are different, although the evidence is from a small sample of children from middle-class families. Children with language delay may instead be less able to learn from their environment. The review highlights the gap in understanding the relationship between parent and child language use during PCI. The need for further, longitudinal research is emphasized, including children ranging in type and severity of delay, across diverse socioeconomic backgrounds.
Abstractor: As Provided
Number of References: 40
Entry Date: 2015
Accession Number: EJ1048977
Database: ERIC
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  Data: Characteristics of Parent-Child Interactions: A Systematic Review of Studies Comparing Children with Primary Language Impairment and Their Typically Developing Peers
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  Data: <searchLink fieldCode="AR" term="%22Blackwell%2C+Anna+K%2E+M%2E%22">Blackwell, Anna K. M.</searchLink><br /><searchLink fieldCode="AR" term="%22Harding%2C+Sam%22">Harding, Sam</searchLink><br /><searchLink fieldCode="AR" term="%22Babayigit%2C+Selma%22">Babayigit, Selma</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communication+Disorders+Quarterly%22"><i>Communication Disorders Quarterly</i></searchLink>. Feb 2015 36(2):67-78.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 12
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  Data: Journal Articles<br />Reports - Research<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Problems%22">Communication Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Databases%22">Databases</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Therapy%22">Speech Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Delayed+Speech%22">Delayed Speech</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Background%22">Socioeconomic Background</searchLink><br /><searchLink fieldCode="DE" term="%22Severity+%28of+Disability%29%22">Severity (of Disability)</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink>
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  Data: 10.1177/1525740114540202
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  Data: 1525-7401
– Name: Abstract
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  Data: The importance of parent-child interaction (PCI) for language development has been well established. This has led many speech and language therapy (SLT) interventions to focus on modifying PCI as a means to improving children's early language delay. However, the success of such programs is mixed. The current review compares PCI, observed in naturally occurring contexts, with preschool children with language delay and age- or language-matched typically developing (TD) controls. A systematic review of the literature searched 10 databases for studies using a case-control design and extracted data concerning participants, matching, selection, design, assessments, measures, findings, statistics, and bias. Quality appraisal used the Critical Appraisal Skills Programme case-control checklist. The search identified 17,824 articles, which were reviewed against exclusion criteria. The final review included 9 studies, which were diverse in terms of matching, delay criteria, and PCI measure. A narrative synthesis was conducted. The evidence for PCI differences between children with language delay and TD peers was limited and any suggestion that parents were less responsive could be attributed to limited language skills of children with language delay. The findings question the assumption that communicative environments of children with language delay are different, although the evidence is from a small sample of children from middle-class families. Children with language delay may instead be less able to learn from their environment. The review highlights the gap in understanding the relationship between parent and child language use during PCI. The need for further, longitudinal research is emphasized, including children ranging in type and severity of delay, across diverse socioeconomic backgrounds.
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  Data: 2015
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  Data: EJ1048977
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        Value: 10.1177/1525740114540202
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      – SubjectFull: Databases
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      – TitleFull: Characteristics of Parent-Child Interactions: A Systematic Review of Studies Comparing Children with Primary Language Impairment and Their Typically Developing Peers
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