Show simple item record

dc.contributor.authorWake, Melissa
dc.contributor.authorTobin, S.
dc.contributor.authorLevickis, P.
dc.contributor.authorGold, Lisa
dc.contributor.authorUkoumunne, O.C.
dc.contributor.authorZens, N.
dc.contributor.authorGoldfeld, Sharon
dc.contributor.authorLe, Ha
dc.contributor.authorLaw, J.
dc.contributor.authorReilly, Sheena
dc.date.accessioned2018-04-27T02:47:30Z
dc.date.available2018-04-27T02:47:30Z
dc.date.issued2013
dc.identifier.issn0031-4005en_US
dc.identifier.doi10.1542/peds.2012-3878en_US
dc.identifier.urihttp://hdl.handle.net/10072/173293
dc.description.abstractOBJECTIVE: Population approaches to lessen the adverse impacts of preschool language delay remain elusive. We aimed to determine whether systematic ascertainment of language delay at age 4 years, followed by a 10-month, 1-on-1 intervention, improves language and related outcomes at age 5 years. METHODS: A randomized trial nested within a cross-sectional ascertainment of language delay. Children with expressive and/or receptive language scores more than 1.25 SD below the mean at age 4 years entered the trial. Children randomly allocated to the intervention received 18 1-hour home-based therapy sessions. The primary outcomes were receptive and expressive language (Clinical Evaluation of Language Fundamentals – Preschool, 2nd Edition) and secondary outcomes were child phonological skills, letter awareness, pragmatic skills, behavior, and quality of life. RESULTS: A total of 1464 children were assessed for language delay at age 4 years. Of 266 eligible children, 200 (13.6%) entered the trial, with 91 intervention (92% of 99) and 88 control (87% of 101) children retained at age 5 years. At age 5 years, there was weak evidence of benefit to expressive (adjusted mean difference, intervention − control, 2.0; 95% confidence interval [CI] −0.5 to 4.4; P = .12) but not receptive (0.6; 95% CI −2.5 to 3.8; P = .69) language. The intervention improved phonological awareness skills (5.0; 95% CI 2.2 to 7.8; P < .001) and letter knowledge (2.4; 95% CI 0.3 to 4.5; P = .03), but not other secondary outcomes. CONCLUSIONS: A standardized yet flexible 18-session language intervention was successfully delivered by non-specialist staff, found to be acceptable and feasible, and has the potential to improve long-term consequences of early language delay within a public health framework.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherAmerican Academy of Pediatricsen_US
dc.relation.ispartofpagefrome895en_US
dc.relation.ispartofpagetoe904en_US
dc.relation.ispartofissue4en_US
dc.relation.ispartofjournalPediatricsen_US
dc.relation.ispartofvolume132en_US
dc.subject.fieldofresearchMedical and Health Sciences not elsewhere classifieden_US
dc.subject.fieldofresearchcode119999en_US
dc.titleRandomized trial of a population-based, home-delivered intervention for preschool language delayen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.hasfulltextNo Full Text


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record