Parental Interventions for Linguistic-communicative Development in Preschoolers with Neurodevelopmental Disorders: A Systematic Review

Authors

  • Nicole B. Vargas Universidad de las Américas. Santiago, Chile. https://orcid.org/0000-0003-2764-9136
  • María-José Godoy Universidad de las Américas. Santiago, Chile.
  • Isidora Jeraldo Universidad de las Américas. Santiago, Chile.
  • Estefanía Orellana Universidad de las Américas. Santiago, Chile.
  • Ingeborg Poblete Universidad de las Américas. Santiago, Chile.
  • Sofia Riveros Universidad de las Américas. Santiago, Chile.
  • Katherine Silva Universidad de las Américas. Santiago, Chile.
  • Anthony Marcotti Universidad San Sebastián. Santiago, Chile. https://orcid.org/0000-0003-1674-6846

DOI:

https://doi.org/10.22544/rcps.v42i01.08

Keywords:

Developmental disabilities, Parent participation, Communication skills, Language skills, Systematic review

Abstract

In the current socio-sanitary scenario that we are facing as a result of the SARS-CoV-2 Pandemic, there have been many activities that have been reduced and even suspended due to long periods of social isolation and care measures to avoid contagion. In this sense, many people have stopped receiving their treatments with the same regularity or under the same circumstances, including children with Neurodevelopmental Disorders. This is how parental interventions correspond to programs where parents or primary caregivers are trained to carry out therapeutic actions with the child and whose objective may be aimed at promoting multiple skills. The objective of this systematic review was to determine the effect of these interventions to promote language and communication in children diagnosed with Neurodevelopmental Disorders between 2 and 5 years of age. A systematic search was carried out in the ERIC, MEDLINE and PubMed databases including publications between January 2010 and March 2022. Of the 9885 initial references, and after the screening and eligibility stages, 5 primary sources met the selection criteria. The results indicate that parental interventions for communication skills would be effective, and the effects would even be maintained in follow-up measures. Regarding language skills, the results across studies are contradictory. On the other hand, none of the studies reported adverse effects for children. Regarding beneficial or adverse effects for parents or primary caregivers, none of the included studies reported associated measures.

Author Biographies

Nicole B. Vargas, Universidad de las Américas. Santiago, Chile.

Speech Therapist, Master in Pediatric Neuropsychology from the University de Los Andes, Chile and PhD Candidate in Linguistics from the Universidad de Concepción, Chile. Currently, she teaches at multiple Chilean higher education institutions, where she stands out as an Associate Professor at the Faculty of Health and Social Sciences of the University of Las Americas, Chile, teaching undergraduate and postgraduate courses at the School of Speech Therapy. In addition, she is the academic leader of the School's line of research seminars. Hers lines of research focus on the study of language and cognition in the context of neurodevelopmental disorders and specific aspects of written language development at an early age.

María-José Godoy, Universidad de las Américas. Santiago, Chile.

Speech therapist, works in the clinical context in language and communication difficulties in children in health and educational settings.

Isidora Jeraldo, Universidad de las Américas. Santiago, Chile.

Universidad de las Américas. Santiago, Chile. Speech-language pathologist who works in contexts of evaluation and speech-language interventions in special education with preschool-age children diagnosed with language disorders.

Estefanía Orellana, Universidad de las Américas. Santiago, Chile.

Speech-language pathologist who works in contexts of evaluation and speech-language intervention in special education and regular education institutions with integration projects. She develops her clinical practice in the pediactric population diagnosed with neurodevelopmental disorders.

Ingeborg Poblete, Universidad de las Américas. Santiago, Chile.

Speech therapist and graduate in models of early intervention in autism. She currently works in contexts of evaluation and speech therapy intervention in private health centers and special education institutions. Her clinical practice is carried out in the pediatric population diagnosed with autism spectrum disorders and language disorders.

Sofia Riveros, Universidad de las Américas. Santiago, Chile.

Speech-language pathologist who works in contexts of evaluation and speech-language intervention in special education and regular education institutions. Her clinical practice is carried out in the pediatric population with diagnosis of language disorders and in care and early stimulation in children between 0 and 7 years old.

Katherine Silva , Universidad de las Américas. Santiago, Chile.

Speech therapist who works in the clinical context in language and communication difficulties throughout the life cycle in private health institutions.  

Anthony Marcotti, Universidad San Sebastián. Santiago, Chile.

Speech therapist, Master in Audiology from the Andrés Bello University and PhD student in Psychology at the Pontificia Universidad Católica de Chile. He works as an academic and researcher at the Faculty of Dentistry and Rehabilitation Sciences at the Universidad San Sebastián, Santiago, Chile. His lines of research focus in the study of auditory processing, through psychoacoustic and electrophysiological techniques, and on the relationships of auditory perception with neuropsychological and social dimensions.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596

Anderson, V., Northam, E., & Wrennall, J. (2019). Developmental Neuropsychology: A Clinical Approach (2nd ed.). Routledge. https://doi.org/10.4324/9780203799123

Bibby, P., Eikeseth, S., Martin, N. T., Mudford, O. C., & Reeves, D. (2001). Progress and outcomes for children with autism receiving parent-managed intensive interventions. Research in developmental disabilities, 22(6), 425-447. https://doi.org/10.1016/s0891-4222(01)00082-8

Brian, J. A., Smith, I. M., Zwaigenbaum, L., & Bryson, S. E. (2017). Cross-site randomized control trial of the Social ABCs caregiver-mediated intervention for toddlers with autism spectrum disorder. Autism research: official journal of the International Society for Autism Research, 10(10), 1700-1711. https://doi.org/10.1002/aur.1818

Casenhiser, D. M., Shanker, S. G., & Stieben, J. (2013). Learning through interaction in children with autism: preliminary data from asocial-communication-based intervention. Autism: the international journal of research and practice, 17(2), 220-241. https://doi.org/10.1177/1362361311422052

Cheseldine, S., & McConkey, R. (1979). Parental speech to young Down’s syndrome children: An intervention study. American Journal of Mental Deficiency, 83(6), 612-620.

Fey, M. E., Cleave, P. L., & Long, S. H. (1997). Two models of grammar facilitation in children with language impairments: phase 2. Journal of speech, language, and hearing research: JSLHR, 40(1), 5-19. https://doi.org/10.1044/jslhr.4001.05

Garcia, D., Bagner, D. M., Pruden, S. M., & Nichols-Lopez, K. (2015). Language Production in Children With and At Risk for Delay: Mediating Role of Parenting Skills. Journal of clinical child and adolescent psychology: the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 44(5), 814-825. https://doi.org/10.1080/15374416.2014.900718

Ginn, N. C., Clionsky, L. N., Eyberg, S. M., Warner-Metzger, C., & Abner, J. P. (2017). Child-Directed Interaction Training for Young Children With Autism Spectrum Disorders: Parent and Child Outcomes. Journal of clinical child and adolescent psychology: the official journal for the Society of Clinical Child and Adolescent Psychology, 46(1), 101-109. https://doi.org/10.1080/15374416.2015.1015135

Green, J., Charman, T., McConachie, H., Aldred, C., Slonims, V., Howlin, P., Le Couteur, A., Leadbitter, K., Hudry, K., Byford, S., Barrett, B., Temple, K., Macdonald, W., Pickles, A., & PACT Consortium. (2010). Parent-mediated communication-focused treatment in children with autism (PACT): a randomised controlled trial. Lancet, 375(9732), 2152-2160. https://doi.org/10.1016/S0140-6736(10)60587-9

Ingersoll, B., Wainer, A. L., Berger, N. I., Pickard, K. E., & Bonter, N. (2016). Comparison of a Self-Directed and Therapist-Assisted Telehealth Parent-Mediated Intervention for Children with ASD: A Pilot RCT. Journal of autism and developmental disorders, 46(7), 2275-2284. https://doi.org/10.1007/s10803-016-2755-z

Kasari, C., Lawton, K., Shih, W., Barker, T. V., Landa, R., Lord, C., Orlich, F., King, B., Wetherby, A., & Senturk, D. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: an RCT. Pediatrics, 134(1), e72-e79. https://doi.org/10.1542/peds.2013-3229

Kasari, C., Gulsrud, A., Paparella, T., Hellemann, G., & Berry, K. (2015). Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism. Journal of consulting and clinical psychology, 83(3), 554-563. https://doi.org/10.1037/a0039080

Malucelli, E., Antoniuk, S. A., & Carvalho, N. O. (2021). The effectiveness of early parental coaching in the autism spectrum disorder. Jornal de pediatria, 97(4), 453-458. https://doi.org/10.1016/j.jped.2020.09.004

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A., & PRISMA-P Group. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1

de Morton, N. A. (2009). The PEDro scale is a valid measure of the methodological quality of clinical trials: a demographic study. The Australian journal of physiotherapy, 55(2), 129-133. https://doi.org/10.1016/s0004-9514(09)70043-1

Mullen, E. M. (1995). Mullen scales of early learning: AGS edition. American Guidance Service.

Nefdt, N., Koegel, R., Singer, G., & Gerber, M. (2010). The Use of a Self-Directed Learning Program to Provide Introductory Training in Pivotal Response Treatment to Parents of Children With Autism. Journal of Positive Behavior Interventions, 12(1), 23-32. https://doi.org/10.1177/1098300709334796

O’Toole, C., Lee, A. S., Gibbon, F. E., van Bysterveldt, A. K., & Hart, N. J. (2018). Parent-mediated interventions for promoting communication and language development in young children with Down syndrome. The Cochrane database of systematic reviews, 10(10), CD012089. https://doi.org/10.1002/14651858.CD012089.pub2

Paul, R. (2015). What Works for Treating Autism Spectrum Disorders (Disertación).

Pennington, L., Akor, W. A., Laws, K., & Goldbart, J. (2018). Parent-mediated communication interventions for improving the communication skills of preschool children with non-progressive motor disorders. The Cochrane database of systematic reviews, 7(7), CD012507. https://doi.org/10.1002/14651858.CD012507.pub2

Safwat, R. F., & Sheikhany, A. R. (2014). Effect of parent interaction on language development in children. The Egyptian Journal of Otolaryngology, 30(3), 255-63. https://doi.org/10.4103/1012-5574.138488

Schertz, H. H., Odom, S. L., Baggett, K. M., & Sideris, J. H. (2018). Mediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial. Journal of autism and developmental disorders, 48(3), 853-867. https://doi.org/10.1007/s10803-017-3386-8

Sherrington, C., Herbert, R. D., Maher, C. G., & Moseley, A. M. (2000). PEDro. A database of randomized trials and systematic reviews in physiotherapy. Manual therapy, 5(4), 223-226. https://doi.org/10.1054/math.2000.0372

Turner-Brown, L., Hume, K., Boyd, B. A., & Kainz, K. (2019). Preliminary Efficacy of Family Implemented TEACCH for Toddlers: Effects on Parents and Their Toddlers with Autism Spectrum Disorder. Journal of autism and developmental disorders, 49(7), 2685-2698. https://doi.org/10.1007/s10803-016-2812-7

Valeri, G., Casula, L., Menghini, D., Amendola, F. A., Napoli, E., Pasqualetti, P., & Vicari, S. (2019). Cooperative parent-mediated therapy for Italian preschool children with autism spectrum disorder: a randomized controlled trial. European child & adolescent psychiatry, 29(7), 935-946. https://doi.org/10.1007/s00787-019-01395-5

Van Herwegen, J. V., Riby, D., & Farran, E. K. (2015). Neurodevelopmental disorders. Definitions and Issues. En: J. V. Herwegen & D. Riby. Neurodevelopmental disorders. Research challenges and solutions (pp. 3-18). Psychology Press. https://doi.org/10.4324/9781315735313

Vilaseca-Momplet, R. (2002). La intervención logopédica en niños con dificultades en el área del lenguaje y de la comunicación: Un enfoque naturalista. Revista de Logopedia, Foniatría y Audiología. 22(3), 143-150. https://doi.org/10.1016/S0214-4603(02)76233-5

Wetherby, A. M., & Woods, J. J. (2006). Early Social Interaction Project for Children With Autism Spectrum Disorders Beginning in the Second Year of Life: A Preliminary Study. Topics in Early Childhood Special Education, 26(2), 67-82. https://doi.org/10.1177/02711214060260020201

Downloads

Published

2023-06-30

How to Cite

Vargas, N. B., Godoy, M.-J., Jeraldo, I., Orellana, E. ., Poblete, I., Riveros, S., Silva , K., & Marcotti, A. (2023). Parental Interventions for Linguistic-communicative Development in Preschoolers with Neurodevelopmental Disorders: A Systematic Review. Costa Rican Journal of Psychology, 42(1), 127–141. https://doi.org/10.22544/rcps.v42i01.08

Issue

Vol. 42 No. 1 (2023): Psychology and Social Cognition: Latin American contributions of applied research in the framework of social cognition

Section

Articles

License

Copyright (c) 2023 Costa Rican Journal of Psychology

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

El Colegio, como institución editora, tiene todos los derechos reservados (copyright) sobre lo que se publica en la revista.  Los autores y las autoras firman una declaración de cesión de derechos de autoría en el caso de aceptación de sus manuscritos para publicación en la revista, conforme con lo establecido en la legislación vigente.  

Los artículos publicados representarán el punto de vista de su autoría y no de la revista, por lo que la autoría asume responsabilidad ante cualquier litigio o reclamación relacionada con derechos de propiedad intelectual y exonera de cualquier responsabilidad a la Revista Costarricense de Psicología y al Colegio.  

La revista publicará en cada edición su política de acceso abierto (p.ej., Creative Commons).  El material publicado en la revista puede ser copiado, fotocopiado, duplicado y compartido siempre y cuando sea expresamente atribuido al Colegio.  El material de la revista no puede ser usado para fines comerciales.