Preliminary feasibility and effectiveness of a novel community language intervention for preschool children in the United Kingdom

• Published in: International journal of language & communication disorders 2024-01, Vol.59 (1), p.276-292
• Main Authors: Botting, Nicola, Spicer‐Cain, Helen, Buckley, Bernadine, Mercado, Elizabeth, Sharif, Khadija, Wood, Liz, Flynn, Jane, Reeves, Louisa
• Format: Article
• Language: English
• Subjects: At risk populations; Communication; Communication disorders; Families & family life; Intervention; Joint attention; Language; Language acquisition; Language therapy; Medical personnel; Parent-child relations; parents; Preschool children; pre‐school; Socioeconomic factors; Socioeconomic status
• ISSN: 1368-2822; 1460-6984
• DOI: 10.1111/1460-6984.12943

Background Very young children from lower socioeconomic status (SES) backgrounds often show poorer language development. Whilst there have been attempts to provide early intervention programmes, these sometimes miss the most disadvantaged groups. Aims This report presents preliminary feasibility and effectiveness data for a novel language intervention designed for parents of toddlers in the United Kingdom. Methods and Procedures In total, 43 UK families of 2–4‐year‐olds were recruited to the study, half of whom completed an 8‐week course (Tots Talking) focussed on parent interaction, and half of whom acted as wait‐list controls. Results and Outcomes Results suggest that such programmes are feasible for families with 86% staying in the intervention. In addition, greater changes in underlying communication skills such as joint attention and gesture were evident compared to wait‐list controls. Conclusions and Implications We conclude that pre‐verbal skills may be more important to measure as initial outcomes than language or vocabulary change in this population. What This Paper Adds What is already known on the subject Children from lower socioeconomic status (SES) backgrounds are at higher risk of communication difficulties and there is a need for community intervention programmes for very young children. What this study adds This study suggests that such programmes can be feasible and effective, but that very early/basic communicative skills (such as joint attention) may be boosted first rather than language or vocabulary. What are the clinical implications of this work? Children's centres and other community services could feasibly run short parent facing courses emphasising contingent communication in low SES families and other diverse groups. These may be more successful run with younger preschoolers. Joint attention may be a better focus of intervention before expecting vocabulary or language change. Community health professionals may find this information useful in referring and supporting families in need.