Presentation - ECV2022-234
Efficacy of a self-directed video-based caregiver-implemented language program
Xin Qi, The University of Hong Kong, Hong Kong, China (email@example.com)
Winnie W. H. Ng, The University of Hong Kong, Hong Kong, China (firstname.lastname@example.org)
Gigi H. K. Tsang, The University of Hong Kong, Hong Kong, China (email@example.com)
Saira Ambreen, The University of Hong Kong, Hong Kong, China (firstname.lastname@example.org)
Kevin K. H. So, The University of Hong Kong, Hong Kong, China (email@example.com)
Carol K. S. To, The University of Hong Kong, Hong Kong, China (firstname.lastname@example.org)
Background: Caregiver-implemented language and communication intervention programs have primarily been developed by and tested with English-speaking individuals in western countries. However, limited studies investigate the application of telepractice as the service-delivery modality for caregiver-implemented intervention in non-western contexts.
Aim: To examine the efficacy of a self-directed video-based caregiver-implemented language program in Hong Kong Chinese families.
Method: The study consisted of two stages. In Stage 1, 31 caregiver-child dyads (children with typical language) completed the training program (Group 1). In Stage 2, 28 caregiver-child dyads (children with language difficulties) receiving active speech therapy were randomly assigned to the training (Group 2, n = 14) and control arm (Group 3, n = 14). Group 2 received the same training as Group 1 on top of their regular therapy and Group 3 was kept as status quo. Caregivers in Group 1 and 2 received six training videos that targeted five language facilitation techniques (LFTs). They were expected to learn at their own pace without using instructors to provide feedback. Outcome measures included the program completion rate, quiz scores, parents’ use of LFTs, and children’s communication skills in the videos. A pre-post design and between-group design were adopted in Stages 1 and 2, respectively.
Results: A completion rate of ~ 60% in both stages was noted. Significantly higher post-training LFTs knowledge scores were noted in Groups 1 and 2. Growth in parental use of some targeted LFTs and a significant gain in children’s vocalization in the training arm were observed.
Conclusions: This study provided preliminary evidence that self-directed video-based training programs would be an acceptable mode of imparting information to Chinese caregivers and serve as a preventive measure. However, direct coaching still plays an important role in teaching complex LFTs and training children with language difficulties.
Implications for children and families: The self-directed language training program is an accessible and effective approach for you to gain knowledge of basic communication techniques that facilitate your child’s language acquisition.
Implications for practitioners: You could incorporate the parent self-directed training program into your routine therapy service for imparting information to caregivers. You may also use this mode as a preventive measure in early language development difficulties.
Funding: This research was supported by the Small Project Fund, The University of Hong Kong awarded to C. K. S. To.
Key words: telepractice, early language intervention, caregiver-implemented intervention, language development, Chinese culture
This presentation relates to the following United Nations Sustainable Development Goals: