Teaching Low-Income Spanish-Speaking Caregivers to Implement EMT en Español With Their Young Children With Language Impairment: A Pilot Study Purpose This study examined the effectiveness of teaching low-income Spanish-speaking caregivers of young children with language impairment a naturalistic language intervention, EMT en Español. Method A single-case, multiple-baseline, across-behaviors design replicated across 3 caregiver–child dyads was used to examine the effects of teaching core EMT en Español strategies. ... Research Article
Research Article  |   February 06, 2018
Teaching Low-Income Spanish-Speaking Caregivers to Implement EMT en Español With Their Young Children With Language Impairment: A Pilot Study
 
Author Affiliations & Notes
  • Tatiana Nogueira Peredo
    Department of Special Education, Vanderbilt University, Nashville, TN
  • Maria Isabel Zelaya
    Department of Special Education, Vanderbilt University, Nashville, TN
  • Ann P. Kaiser
    Department of Special Education, Vanderbilt University, Nashville, TN
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Tatiana Nogueira Peredo: t.peredo@gmail.com
  • Editor: Krista Wilkinson
    Editor: Krista Wilkinson×
  • Associate Editor: Li Sheng
    Associate Editor: Li Sheng×
Article Information
Cultural & Linguistic Diversity / Language Disorders / Research Articles
Research Article   |   February 06, 2018
Teaching Low-Income Spanish-Speaking Caregivers to Implement EMT en Español With Their Young Children With Language Impairment: A Pilot Study
American Journal of Speech-Language Pathology, February 2018, Vol. 27, 136-153. doi:10.1044/2017_AJSLP-16-0228
History: Received December 1, 2016 , Revised May 31, 2017 , Accepted September 6, 2017
 
American Journal of Speech-Language Pathology, February 2018, Vol. 27, 136-153. doi:10.1044/2017_AJSLP-16-0228
History: Received December 1, 2016; Revised May 31, 2017; Accepted September 6, 2017

Purpose This study examined the effectiveness of teaching low-income Spanish-speaking caregivers of young children with language impairment a naturalistic language intervention, EMT en Español.

Method A single-case, multiple-baseline, across-behaviors design replicated across 3 caregiver–child dyads was used to examine the effects of teaching core EMT en Español strategies. The training program utilized the Teach-Model-Coach-Review instructional approach to teach strategies to support children's language development in Spanish. All sessions were at home and in Spanish.

Results Caregivers increased their use of matched turns, target talk, expansions, and a communication elicitation procedure following training on each specific skill. Additionally, caregivers generalized increased use of matched turns and target talk to an untrained activity during the intervention period and maintained their behavior 1 month after completing intervention. Two of 3 caregivers generalized their use of expansions, and 1 caregiver generalized her use of a communication elicitation procedure. Modest effects on the child's number of different words were observed for 2 of the 3 target children over the course of the intervention sessions. All 3 children demonstrated increases in total spontaneous words.

Conclusion Spanish-speaking caregivers were able to implement naturalistic language teaching strategies with their young children with language impairment in a relatively short-term intervention.

Acknowledgments
This research was supported by a Peabody College, Vanderbilt University Small Research Grant (awarded to Ann P. Kaiser).
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