Study (Program) Type of Delivered by Strategies program Love 2005 Teachers, Parent education and family support around child (service and case qualified development management); practice home Facilitating positive parent-child interactions Lowell 2011 (Child visitors, through reading, play and family routines FIRST clinical team psychotherapeutic Play-based language promotion intervention) Table programs/approaches (includes grey literature) 3: ‘Promising’ Study (Program) Type of Delivered by Strategies program Girolametto 2003 Increasing Speech In-service training for early childhood educators (Hanen Learning early childhood pathologist on language facilitation strategies: Language and educator be responsive to initiations, children’s Loving It program capacity – engage children in interactions, for EC language model simplified language educators); Rudd facilitation encourage peer interactions 2008 (Focus, Follow, Talk joint Joint attention strategies attention model) Glogowska 2000 Direct Speech Routine speech and language therapy (routine SLT); language pathologist, Linguistic and social skills group therapy: Robertson 1999 intervention physician (small group - General stimulation emphasising vocabulary language development and use of combinations within a intervention); van social context Agt 2007 - Pairing linguistic input with hands-on activities (screening and and visual cues to encourage mapping of new subsequent information treatment) - Encouraging communicative attempts and facilitating increase in linguist skills using: therapist use of parallel talk, expansion/expatiation and recasting; manipulating familiar routines - Organisation of intervention environment to provide multiple opportunities for child to share information, participate in naturally occurring interactions, regulate the behaviour of others and receive appropriate feedback and reinforcement Bilingual or multi-lingual children The rapid review did not identify any programs that specifically addressed bi- or multi-lingual children aged zero to three. Determining whether bi- or multi-lingual children have an intrinsic problem learning language can be a complex process. An essential aspect is determining
Study (Program) Type of program Delivered by Strategies Love 2005 (service and case management); Lowell 2011 (Child FIRST psychotherapeutic intervention) practice Teachers, qualified home visitors, clinical team Parent education and family support around child development Facilitating positive parent-child interactions through reading, play and family routines Play-based language promotion Table 3: ‘Promising’ programs/approaches (includes grey literature) Study (Program) Type of program Delivered by Strategies Girolametto 2003 (Hanen Learning Language and Loving It program for EC educators); Rudd 2008 (Focus, Follow, Talk joint attention model) Increasing early childhood educator capacity – language facilitation Speech pathologist In-service training for early childhood educators on language facilitation strategies: be responsive to children’s initiations, engage children in interactions, model simplified language encourage peer interactions Joint attention strategies Glogowska 2000 (routine SLT); Robertson 1999 (small group language intervention); van Agt 2007 (screening and subsequent treatment) Direct language intervention Speech pathologist, physician Routine speech and language therapy Linguistic and social skills group therapy: - General stimulation emphasising vocabulary development and use of combinations within a social context - Pairing linguistic input with hands-on activities and visual cues to encourage mapping of new information - Encouraging communicative attempts and facilitating increase in linguist skills using: therapist use of parallel talk, expansion/expatiation and recasting; manipulating familiar routines - Organisation of intervention environment to provide multiple opportunities for child to share information, participate in naturally occurring interactions, regulate the behaviour of others and receive appropriate feedback and reinforcement Bilingual or multi-lingual children The rapid review did not identify any programs that specifically addressed bi- or multi-lingual children aged zero to three. Determining whether bi- or multi-lingual children have an intrinsic problem learning language can be a complex process. An essential aspect is determining
everytoddlertalkingphaseonereportfin.docx