The interactive model of language intervention optimizes parent-child interaction
patterns by training parents to increase their responsiveness to the child's focus
and interests, and provide language models appropriate to the child's level and
plan-of-the-moment. We explored the effects of a focused stimulation version of this
intervention approach, in which parents used interactive intervention techniques, but
targeted specific vocabulary. In this pilot study, 16 mothers and their
preschool-aged children with language delays were randomly assigned to treatment and
delayed-treatment (control)groups. Vocabulary targets were individually selected for
each child based on the child's phonetic repertoire and parent report of vocabulary
development. In accord with program objectives, children in the treatment group used
more target words and acquired more symbolic play gestures than children in the
control group. No significant differences were found between the two groups at
posttest for control words, or for a general measure of vocabulary development.
Finally, mothers of children in the experimental group reported a reduction in
aggressive/destructive behaviors in their children after intervention.
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