This study explored participation- and impairment-based outcomes for 24 late-to-talk toddlers (M age = 20.46 months, SD = 3.09, 62.5% male) whose parents participated in Target Word™, The Hanen Program® for Parents of Children who are Late Talkers in community clinics across Ontario. Parents completed the MacArthur–Bates Communicative Development Inventories (MBCDI), The Focus on the Outcomes of Communication Under Six (FOCUS-34), and a speech sound checklist: (1) prior to starting the program, (2) at the end of direct intervention, and (3) after a consolidation period. Speech-language pathologists classified children’s communicative function using the Communication Function Classification System (CFCS) at all assessment points and provided FOCUS scores from an initial assessment. No change was recorded in CFCS levels between initial assessment and start of the program, but many children moved to a more advanced level by the end of the program (n = 12) or consolidation period (n = 19). Significant changes in children’s communicative participation skills (FOCUS) were found between initial assessment and the start of the program, and during the 12-week direct intervention (75% made clinically meaningful change). Significant growth in expressive vocabulary and consonant inventory occurred during direct intervention. Correlations between change on impairment- and participation-based measures were not significant. The Target Word program appears to improve communicative function for late-to-talk preschoolers. Children also made gains in communicative participation skills, expressive vocabulary, and consonant inventory during the program, but further research is needed to determine the effectiveness of Target Word in these areas.

中文翻译：

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探索 Target Word™ 的参与和基于障碍的结果：家长实施的干预措施，用于识别为说话晚的学龄前儿童

本研究探讨了 24 名晚说话幼儿（M 年龄 = 20.46 个月，SD = 3.09，62.5% 男性）的参与和基于障碍的结果，他们的父母参加了 Target Word™，Hanen Program® 的孩子的父母是安大略省社区诊所的迟到者。家长完成了麦克阿瑟-贝茨交流发展量表 (MBCDI)、六岁以下交流结果的关注 (FOCUS-34) 和语音检查表：(1) 在开始计划之前，(2) 在计划结束时直接干预，以及 (3) 在巩固期之后。语言病理学家使用沟通功能分类系统 (CFCS) 在所有评估点对儿童的沟通功能进行分类，并提供初始评估的 FOCUS 分数。在初始评估和计划开始之间，CFCS 水平没有记录变化，但许多儿童在计划结束 (n = 12) 或巩固期 (n = 19) 时升至更高水平。在初始评估和计划开始之间以及在 12 周的直接干预期间，发现儿童的交流参与技能 (FOCUS) 发生了显着变化（75% 的变化具有临床意义）。在直接干预期间，表达性词汇和辅音库存显着增加。基于减值和基于参与的措施的变化之间的相关性并不显着。Target Word 程序似乎可以改善说话晚的学龄前儿童的交流功能。儿童在交流参与技巧、表达词汇、