The Effectiveness of the Integrated Caregiver Language Intervention Program via Telepractice for Toddlers and Caregivers.

Abstract

Objective: Although active involvement of the caregiver is crucial in early intervention for toddlers at risk for developmental language disorders (DLD), challenges in accessing and participating in these programs often exist. Telepractice offers a potential solution to address this issue. This study aims to examine the effectiveness of an Integrated Caregiver Language Intervention Program via Telepractice (ICLIP-T).

Methods: A quasi-experimental model with a pretest-posttest format and matched control groups was used. The ICLIP-T, comprising basic language modelling strategies and environmental arrangements, was developed. The session protocol included a video analysis of strategies from previous sessions, a discussion of new strategies, and a question-answer segment. The ICLIP-T intervention was conducted with 21 dyads (study group) over a 12-week period, with each session lasting 45 minutes. The outcomes were analyzed for both caregivers and toddlers and compared with those of the 21 dyads in the control group.

Results: Significant differences were observed between the pretest and posttest language scores of toddlers in the study group, and in comparison with those of the control group. Furthermore, the study group revealed significant differences in caregivers' strategies between the pretest and posttest assessments.

Conclusion: These results suggest that the language scores of toddlers at risk for DLD improved after the implementation of ICLIP-T by caregivers. Therefore, ICLIP-T should be conducted with larger cohorts and in toddlers with varying severities of DLD to confirm its utility.