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Speech-Language Outcomes in Dual-Language Learners Following Early Intervention: What about Caregiver Language?

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Title: Speech-Language Outcomes in Dual-Language Learners Following Early Intervention: What about Caregiver Language?
Language: English
Authors: Perrine Heymann (ORCID 0000-0003-0111-2672), Melissa Gonzalez (ORCID 0000-0002-1452-7482), Ruby A. Natale, Daniel M. Bagner (ORCID 0000-0002-9918-9311)
Source: Journal of Early Intervention. 2025 47(3):330-346.
Availability: SAGE Publications. 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: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Early Intervention, Bilingual Students, Delayed Speech, Child Caregivers, Language Usage, Language Impairments, Child Language, Caregiver Child Relationship, English, Spanish, Language Acquisition, Language Tests, Preschool Children
Geographic Terms: Florida (Miami)
Assessment and Survey Identifiers: Preschool Language Scale
DOI: 10.1177/10538151251344569
ISSN: 1053-8151
2154-3992
Abstract: Dual language learners are often underidentified for having language delays and may not receive services in their caregiver's primary language. This study explored how the language used during evaluations influenced the effectiveness of a brief intervention for children with mild language delays. By examining whether evaluation language impacts intervention outcomes, the study provides insight into optimizing strategies for supporting children with early language challenges. Participants were 433 children (M[subscript age] = 31.12 months), who spoke English, Spanish, or are dual language English-Spanish learners who completed a brief speech-language intervention and pre- and post-intervention evaluations. We determined language "match" if the caregiver's primary language used in the home was the same as the language in which the child received the pre-intervention baseline evaluation. Dyads were a "non-match" if the caregiver's primary language used in the home was not the same as the language in which the child received the pre-intervention baseline evaluation. Children who had their evaluation conducted in the language that matched their caregiver's primary language showed more improvements than children whose evaluations did not match their primary language. This study builds on previous findings on the importance of providing dual language evaluations and interventions for children with early language delays.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479388
Database: ERIC
FullText Text:
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  Data: Speech-Language Outcomes in Dual-Language Learners Following Early Intervention: What about Caregiver Language?
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  Data: <searchLink fieldCode="AR" term="%22Perrine+Heymann%22">Perrine Heymann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0111-2672">0000-0003-0111-2672</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melissa+Gonzalez%22">Melissa Gonzalez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1452-7482">0000-0002-1452-7482</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ruby+A%2E+Natale%22">Ruby A. Natale</searchLink><br /><searchLink fieldCode="AR" term="%22Daniel+M%2E+Bagner%22">Daniel M. Bagner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9918-9311">0000-0002-9918-9311</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Intervention%22"><i>Journal of Early Intervention</i></searchLink>. 2025 47(3):330-346.
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  Data: SAGE Publications. 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: https://sagepub.com
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Delayed+Speech%22">Delayed Speech</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Caregivers%22">Child Caregivers</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Language%22">Child Language</searchLink><br /><searchLink fieldCode="DE" term="%22Caregiver+Child+Relationship%22">Caregiver Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Florida+%28Miami%29%22">Florida (Miami)</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Preschool+Language+Scale%22">Preschool Language Scale</searchLink>
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  Data: 10.1177/10538151251344569
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  Data: 1053-8151<br />2154-3992
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  Data: Dual language learners are often underidentified for having language delays and may not receive services in their caregiver's primary language. This study explored how the language used during evaluations influenced the effectiveness of a brief intervention for children with mild language delays. By examining whether evaluation language impacts intervention outcomes, the study provides insight into optimizing strategies for supporting children with early language challenges. Participants were 433 children (M[subscript age] = 31.12 months), who spoke English, Spanish, or are dual language English-Spanish learners who completed a brief speech-language intervention and pre- and post-intervention evaluations. We determined language "match" if the caregiver's primary language used in the home was the same as the language in which the child received the pre-intervention baseline evaluation. Dyads were a "non-match" if the caregiver's primary language used in the home was not the same as the language in which the child received the pre-intervention baseline evaluation. Children who had their evaluation conducted in the language that matched their caregiver's primary language showed more improvements than children whose evaluations did not match their primary language. This study builds on previous findings on the importance of providing dual language evaluations and interventions for children with early language delays.
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  Data: 2025
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  Data: EJ1479388
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        Value: 10.1177/10538151251344569
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 330
    Subjects:
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Bilingual Students
        Type: general
      – SubjectFull: Delayed Speech
        Type: general
      – SubjectFull: Child Caregivers
        Type: general
      – SubjectFull: Language Usage
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      – SubjectFull: Language Impairments
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      – SubjectFull: Child Language
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      – SubjectFull: Caregiver Child Relationship
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      – SubjectFull: English
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      – SubjectFull: Spanish
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      – SubjectFull: Language Tests
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      – SubjectFull: Preschool Children
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      – SubjectFull: Florida (Miami)
        Type: general
      – SubjectFull: Preschool Language Scale
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    Titles:
      – TitleFull: Speech-Language Outcomes in Dual-Language Learners Following Early Intervention: What about Caregiver Language?
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            NameFull: Melissa Gonzalez
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