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The Effect of Small Group Intervention with Parent Education on Language and Sociality Development in Children with Late Talkers

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2021, 22(3), pp.151-174
  • DOI : 10.19049/JSPED.2021.22.3.07
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : August 4, 2021
  • Accepted : September 7, 2021
  • Published : September 30, 2021

Kim, Yu Jin 1 KIM, JUNG-WAN 2

1대구대학교 재활과학대학원
2대구대학교

Accredited

ABSTRACT

[Purpose] Since language is a crucial indicator for development after early childhood, there is need to judge late talkers early on and track development so as not to cause secondary disabilities(specific language developmental impairment, learning disability, etc.). This study was conducted to examine changes in language development, expressive vocabulary, other expressions of communication, and social behaviors of late talkers through a group intervention with parent education. [Method] A total of 20 group intervention sessions were carried out with three late talkers three times a week and parent education was conducted eight times in total. As pre-test and post-tests, the Sequenced Language Scale for Infants (SELSI) and the Korean version of K M-B CDI, K M-B CDI, were performed to compare changes in language and expressive vocabulary improvement. To look at changes in other expression of communication and social behaviors, a questionnaire designed by this researcher was used. Changes in ways of communicating were analyzed using a mock checklist, and social behaviors were observed by a therapist. [Result] After intervention, improvements in overall language development and the vocabulary of children were found, and children who expressed opinions with exclamations and short words began to produce sentences with short words and two or three phrases. With the progression of the sessions, gestures and spoken language with gestures reduced, and the proportion of expressions using only spoken language increased. After intervention, negative behaviors, such as crying and taking things as a way of asking for tham. were reduced, and positive behaviors, such as helping and yielding improved. [Conclusion] This study demonstrates the positive effect of group intervention with parent education on language development, another expressions of communication, peer relationships, and social relationships of late takers. It is, moreover, anticipated that this study will make a contribution to research on diverse aspects of late talkers in addition to language and sociality and provide basic data for further research in the future.

Citation status

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