This study by Romski et al. (2011) focuses on how the way parents interpret their child’s language development can change through language interventions. Researchers Head and Abbeduto (2007) who were mentioned in the current study insisted that experiences that the parents endure should be addressed and are equally important to the child’s outcomes. Naturally, there are some concerns that arise with this study. A major concern is the involvement of parents in language interventions. Researchers doubt that parents would be able to enforce vital intervention strategies on their own. Kaiser (1993) reported that “Parent implemented language intervention is a complex phenomenon that requires a multicomponent intervention approach (Kaiser, 1993). Finally, Romski et al. (2011) concluded through a sample of 30 toddlers with developmental disabilities that parents were successful in conducting language interventions correctly and precisely on their own.
A total of 53 parents consented to having their children participate in this study by Romski et al. (2011). The children were 20 to 40 months old at the start of the study. In order to participate in this study the children must meet the inclusion criteria. Inclusion criteria was very specific and stated that the child had to be at risk for speech and language impairment, had to exhibit some basic communication abilities, had to have upper body motor skills, and had to have a handicap other than delayed speech and language impairment, deafness, or autism. Furthermore, the parents and children were randomly assigned to an intervention group. There were a total of three intervention groups which include, the augmented communication input group (AC-I), the augmented communication output group (AC-0), and the spoken communication (SC) interaction group. The augmented communication input group had a total of 20 participants, the augmented communication output group had a total of 17 participants, and the spoken communication interaction group had 16 participants. In total there was to be 24 sessions with 18 taking place in the laboratory and the last six sessions to be conducted in the child’s home. Each session was 30 minutes in length and incorporated 10 minutes of play, 10 minutes of book reading, and a 10 minute snack time in that specific order. Vocabulary was chosen differently for each child, and was selected by the parent and a speech-language pathologist. More so, each parent received a manual which outlined weekly goals and protocol for not only the parent but the interventionist and the child as well. The manual explained that for the first eight sessions the parent and the speech-language pathologist should simply observe the interventionist. Beginning with the ninth session, the manual states that the parent should participate in the session only for the last 10 minutes (the snack period). In the fifteenth session the parent is to...