{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,25]],"date-time":"2026-04-25T02:03:23Z","timestamp":1777082603152,"version":"3.51.4"},"reference-count":47,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2011,3,24]],"date-time":"2011-03-24T00:00:00Z","timestamp":1300924800000},"content-version":"vor","delay-in-days":6201,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp;amp; Comm Disor"],"published-print":{"date-parts":[[1994,4]]},"abstract":"<jats:title>ABSTRACTS<\/jats:title><jats:p>Mothers of children randomly allocated to an experimental group attended fortnightly group parental language training sessions, over a 6\u2010month period. Mothers of children allocated to a matched no intervention control group received no special attention. The results showed significantly greater gains in the expressive language skills of the experimental group compared to the control group. A second experiment was designed to compare the parental involvement approach with direct, individual treatment and to clarify the role of non\u2010specific \u2018Hawthorne\u2010type\u2019 effects. The experimental group mothers attended parental language training sessions, as above. The parental control group mothers also attended training sessions, with the emphasis on general learning skills rather than language. A third group of children received individual, direct speech and language therapy. Results showed significantly greater language gains in the parental language training group and in the individual group in comparison with the non\u2010specific training group. The two former groups did not differ significantly, indicating that, for these groups and this methodology, parental language training is as effective as individual speech and language therapy. The results also indicate that the effectiveness of the parental involvement approach cannot be accounted for by non\u2010specific factors. The research findings are discussed, together with the professional implications of the study and recommendations for further research.<\/jats:p><jats:p>Sur tirage au sort, des enfants ont \u00e9t\u00e9 affect\u00e9s soit \u00e0 un groupe exp\u00e9rimental, soit \u00e0 un groupe de contr\u00f4le. Les m\u00e8res des enfants du premier groupe ont pu suivre tous les quinze jours pendant six mois des s\u00e9ances d'entra\u00eenement au langage des parents, tandis que les m\u00e8res des enfants du second groupe n'ont re\u00e7u aucun traitement sp\u00e9cial. Les r\u00e9sultats ont montr\u00e9 qu'en ce qui concerne les capacit\u00e9s d'expression linguistique, le premier groupe avait fait des progr\u00e8s significativement sup\u00e9rieurs par rapport au groupe de contr\u00f4le. Une deuxi\u00e8me exp\u00e9rience a \u00e9t\u00e9 mise au point pour comparer la m\u00e9thode qui fait appel aux parents avec le traitement direct et individuel de l'enfant et pour faire la lumi\u00e8re sur la question du r\u00f4le d'effets non sp\u00e9cifiques du type d'Hawthorne: les m\u00e8res du groupe exp\u00e9rimental ont suivi des s\u00e9ances d'entra\u00eenement au langage des parents comme celles d\u00e9crites plus haut; les m\u00e8res du groupe de contr\u00f4le ont assist\u00e9 \u00e9galement \u00e0 des s\u00e9ances d'entra\u00eenement, mais qui portaient sur les capacit\u00e9s d'apprentissage g\u00e9n\u00e9ral plut\u00f4t que sur le langage; et les enfants d'un troisi\u00e8me groupe ont re\u00e7u des traitements orthophoniques directs et individuels. Les r\u00e9sultats ont r\u00e9v\u00e9l\u00e9 des gains linguistiques significativement sup\u00e9rieurs au sein du premier groupe et au sein du groupe des traitements individuels, par rapport au groupe d'entra\u00eenement non sp\u00e9cifique. La diff\u00e9rence entre les deux premiers groupes n'\u00e9tait pas significative, ce qui indique que pour ces groupes et en ce qui concerne la m\u00e9thodologie adopt\u00e9e, l'entra\u00eenement linguistique des parents est tout ausi efficace que l'orthophonie individuelle. Les r\u00e9sultats indiquent aussi que l'efficacit\u00e9 de h m\u00e9thode qui fait appel aux parents ne peut s'expliquer par des facteurs non sp\u00e9cifiques. L'article discute les r\u00e9sultats de la recherche, ainsi que les cons\u00e9quences de cette \u00e9tude du point de vue professionnel, et il \u00e9met certaines recommandations en ce qui concerne des recherches ult\u00e9rieures.<\/jats:p><jats:p>Die M\u00fctter von Kindern, die einer Experimentalgruppe zuf\u00e4llig zugeordnet wurden, nahmen gruppenweise alle zwei Wochen \u00fcber einen Zeitraum von 6 Monaten an einem Sprachtrainingskurs f\u00fcr Eltern teil. Die M\u00fctter der Kinder, die der Kontrollgruppe zugeordnet waren, erhielten keinen Unterricht. Ein Vergleich der Gruppen zeigte eine signifikant st\u00e4rkere Zunahme im expressiven Sprachverm\u00f6gen der Experimentalgruppe. Ein zweites Experiment wurde durchgef\u00fchrt, um den elternbezogenen Ansatz mit der direkten Einzeltherapie zu vergleichen und die Rolle der unspezifischen \u2018Hawthorne'schen\u2019 Faktoren zu kl\u00e4ren. Die M\u00fctter der Experimentalgruppe nahmen wie im ersten Experiement an Sprachtrainingskursen f\u00fcr Eltern teil. Die M\u00fctter der Kontrollgruppe nahmen ebenfalls an Trainingskursen teil, jedoch mit dem Schwerpunkt auf allgemeinen Lernf\u00e4higkeiten statt auf Sprache. Eine dritte Kindergruppe erhielt direkte Sprachtherapie. Der Gruppenvergleich zeigte signifikant gr\u00f6\u00dferen Sprachgewinn bei den Gruppen mit Elternsprachtraining und mit Individualtherapie als bei der Gruppe mit sprachunspezifischen Elterntraining. Erstere beiden Gruppen waren nicht unterschiedlich, was die vergleichbare Effektivit\u00e4t des Elterntrainings und der Individualtherapie bei diesen Gegebenheiten nachweist. Die Ergebnisse zeigen auch, da\u00df die Effektivit\u00e4t elterlicher Mitwirkung nicht mit unspezifischen Faktoren zu erkl\u00e4ren ist. Die Forschungsergebnisse werden hinsichtlich ihrer Anwendungsspezifischen Implikationen und der weiteren Forschungsm\u00f6glichkeiten er\u00f6rtert.<\/jats:p>","DOI":"10.3109\/13682829409041488","type":"journal-article","created":{"date-parts":[[2007,11,18]],"date-time":"2007-11-18T01:20:45Z","timestamp":1195348845000},"page":"131-150","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":59,"title":["Parental\u2010based intervention with pre\u2010school language\u2010delayed children"],"prefix":"10.1111","volume":"29","author":[{"given":"Deborah","family":"Gibbard","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2011,3,24]]},"reference":[{"key":"e_1_2_1_2_1","volume-title":"From First Words to Grammar: Individual Differences and Dissociable Mechanisms","author":"BATES E.","year":"1988"},{"key":"e_1_2_1_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.2044-8279.1981.tb02484.x"},{"key":"e_1_2_1_4_1","doi-asserted-by":"publisher","DOI":"10.3109\/13682828609019845"},{"key":"e_1_2_1_5_1","unstructured":"BISHOP M. 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