A study published in the Journal of Child Psychology and Psychiatry examines whether language outcomes for low socio-economic status (SES) children can be improved by encouraging contingent talk (how often the parent talks about objects in the child’s current focus of attention) through a low-intensity intervention.
In a randomised controlled trial with high- and low-SES families, 142 children aged 11 months and their parents were randomly allocated to either a contingent talk intervention or a dental health control. Families in the intervention watched a video about contingent talk and were asked to practice it for 15 minutes a day for a month. Families were visited in their homes twice when children were 11, 12, 18 and 24 months. Questionnaires were also collected by mail at 15 months. Parent communication was assessed at 11 months (baseline) and after one month. Infant communication was assessed at baseline, 12, 15, 18 and 24 months.
At baseline, the amount of contingent talk children hear is found to be associated with SES, with lower-SES parents engaging in less contingent talk. At post-test (when children were 12 months old) all parents who had taken part in the intervention engaged in more contingent talk, regardless of their socioeconomic status. Lower-SES parents in the intervention group reported that their children produced more words at 15 and 18 months. However, effects of the intervention didn’t persist at 24 months. So while parents’ contingent talk is increased through the intervention, and this is effective in promoting vocabulary growth for lower-SES infants in the short term, these effects are not long-lasting. The study concludes that follow-up interventions may be necessary to produce benefits lasting to school entry.
Source: A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds (April 2017), The Journal of Child Psychology and Psychiatry doi:10.1111/jcpp.12725