Training parents to enhance narrative language skills in their children with intellectual disability

Abstract

The present study investigated the use of parent training and parent-delivered narrative language intervention to increase narrative language comprehension and production in children with intellectual disability (ID). Fourteen children with ID and their parents took part in the study. Parents participated in a live workshop to learn the methods for narrative language intervention and were provided with a packet of materials and two preselected books. After the session, they completed the training at home with their children over a period of 8 weeks. Children were pre tested and post tested for narrative language skills. Parents reported to the primary investigator weekly during the study and completed a survey following the conclusion of the intervention. Parents reported positive outcomes in that they gained knowledge of narrative language skills and were able to incorporate the materials provided and techniques learned to increase their child's language comprehension and production.