Assessment of a naturalistic intervention in language teaching by parents to their intellectually deficient children

• Grant number: 18/23221-6
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: May 01, 2019
• End date: April 30, 2023
• Field of knowledge: Humanities - Psychology
• Principal Investigator: Camila Domeniconi
• Grantee: Lívia Gabriela Campos Balog
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

Parents perform an essential role in their children's language development. Teaching parents how to improve the quality of communicative interaction with their children is especially important when it concerns intellectually deficient children. A kind of intervention applied by parents which uses the natural context to language teaching is Enhanced Milieu Teaching (EMT). The present research aims to assess the efficiency of EMT intervention in parent's behavior and in intellectually deficient Brazilian children's language. A multiple baseline design will be employed among the four different EMT strategies used by the parents. Children's language development assessments will be performed before, 3 months after the intervention and 6 months after it. The generalization of the intervention effects will be measured in other contexts of the family routine. The parents' satisfaction with the intervention will be assessed through a questionnaire. It is expected that the parents who participated use more language learning strategies in daily interactions and that gains in children's language measurements are observed. (AU)

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

LÍVIA GABRIELA CAMPOS BALOG; PRISCILA BENITEZ; ALINE ROBERTA ACEITUNO DA COSTA; CAMILA DOMENICONI. Leitura compartilhada: interação entre pais e filhos em situação natural. Estudos de Psicologia (Campinas), v. 41, 2024-04-22. (18/23221-6)