A Brief Intervention to Teach Parents Naturalistic Language Facilitation Strategies

Abstract

Purpose: This proof of concept study assessed the feasibility of a novel approach to teaching parents naturalistic language facilitation strategies in a single session. We investigated whether parents could learn to use the See and Say Sequence, which integrated responsive and language modeling strategies and measured the impacts that this intervention had on features of their input. Method: Fourteen parent–child dyads participated in the study. Children ranged from 15 to 23 months of age and produced between three and 135 words. Five parents had concerns about their children's rate of language development. Parents were taught the See and Say Sequence during a brief single session ( M = 18.98 min, SD = 2.65 min) using the Teach–Model–Coach–Review instructional process. We analyzed parents' use of the three See and Say Sequence components, total number of utterances, and mean turn length, as well as responsive and linguistic features of parent input before and after the brief intervention. Results: Following intervention, parents significantly increased their use of the three See and Say Sequence components and decreased their total number of utterances and mean turn length. In addition, the use of the See and Say Sequence components substantially altered the overall composition of parent input. Conclusions: The results of this preliminary study demonstrate the feasibility of the See and Say Sequence in teaching responsive and language modeling strategies in a single session. We discuss the potential use and future evaluation of the See and Say Sequence as an option for early intervention service delivery.